2018-19 Teach Nevada Scholarship Applications Now Open

The UNLV College of Education is proud to offer 20 traditional (undergraduate) and 30 Alternative Route to Licensure (ARL – master’s) Teach Nevada Scholarships to students interested in completing a teacher preparation program to teach grades K-12 or special education. Candidates who are selected will teach five years in a Nevada school that will appear on the high vacancy list (as posted at time of award).

Applications will be accepted until July 16, 2018 at 5p.m. Review of applications will begin immediately after the application close date. No late applications will be accepted.

Please see below for eligibility requirements and ensure that you apply for the scholarship that best suits your situation.


Traditional (Undergraduate) Teach Nevada Application

Eligible students may include, without limitation:

  • Recent high school graduates who have not yet enrolled in a teacher preparation program;
  • Students who are currently enrolled in a non-education related college/university degree program and change their academic program to teacher preparation;
  • Students who have completed some credits at a university or college who re-enroll in a teacher preparation program;
  • Veterans and the spouses of veterans; and
  • Students who have had some experience working in a classroom, including, without limitation, as a paraprofessional.
  • Please note: Students who are currently enrolled in a traditional preparation program in Nevada at the time of the scholarship application are NOT eligible. **If applicant has already earned a Bachelor’s degree, please refer to the Alternative Route to Licensure (ARL) application.

    Undergraduate Traditional Licensure Application Requirements

  • Unofficial transcript(s) from all institutions and/or high schools attended*
    *Note – transcripts will be brought by the applicant in hard copy to the interview. Transcripts may not be uploaded.
  • Writing sample uploaded to application


Alternative Route to Licensure (ARL) Teach Nevada Application

Pursuant to NRS 391.A585, eligible students may include, without limitation:

  • Students who possess a bachelor’s degree in a non-education related field and choose to pursue an ARL program for teaching;
  • Veterans and the spouses of veterans;
  • Students who have had some experience working in a classroom, including, without limitation, as a paraprofessional or substitute teacher;
  • Students who have completed some credits at a university or college who re-enroll in a teacher preparation program and;
  • Student who are currently enrolled in a non-education related college/university degree program and change their academic program to teacher preparation.
  • Please note: Students who are currently enrolled in a traditional preparation program in Nevada at the time of the scholarship application are NOT eligible.Priority applicants for this award:
  • Veterans or spouses of veterans
  • Economically disadvantaged
  • Racial or ethnic minority
  • Will be eligible to teach in a subject area in Elementary, Secondary Language Arts, Secondary Math, Secondary Science, or Special Education

Application Requirements:

  • Unofficial transcript(s) from all institutions attended*
    *Note – transcripts will be brought by the applicant in hard copy to the interview. Transcripts may not be uploaded.
  • Praxis Core Exam or CBEST scores
  • Praxis II content exam scores (for secondary level programs only)
  • Writing Sample (see details below)
  • Resume Application and all materials are to be uploaded

Guinn Memorial Millennium Scholarship Honors Future Educator

Hannah Perdue is one week away from graduating from UNLV and the College of Education. In just a few months she will also be starting a career that she has dreamed about since kindergarten. It may be hard to believe but Hannah knew as a very young child that she wanted to be a teacher.

Hannah Perdue poses with members of the Guinn Foundation and Nevada State Treasurer at a recognition ceremony on April 30, 2018

She was lucky enough to have teachers that were engaging and helped cultivate her passion for reading and writing. These teachers may have helped inspire her to pursue teaching as a career, but it was her mother who set the example. Being raised by a single parent can’t be easy, but in her mom, she saw someone who was involved in her life and in her schooling. Her mom volunteered in her schools throughout her early education and stressed the importance of getting a degree. Through her mom’s example she learned to be independent, determined and the value of getting involved in school.

Hannah grew up in Las Vegas. She graduated from the TEACH program at Clark High School. She substituted here in CCSD and completed her practicums here. All of these factors have contributed to Hannah’s growth but she wanted to try something different. During a routine appointment with her Academic Advisor she was told of the possibility to complete Student Teaching abroad. It didn’t take much for Hannah to realize this would be the opportunity to do something different and daring. She yearned for as many unique perspectives to teaching as possible and before she knew it, she was packing her bags for Galway, Ireland. Laptop, phone and Canon camera all ready to capture the experiences that she hoped would make her a more well-rounded individual and teacher. The experience abroad left her with a more open mind, a stronger sense of confidence and helped shape the type of teacher she hopes to be.

If you were to ask Hannah her opinion about substituting in CCSD, she would 100 percent encourage students to take on the opportunity. “It’s challenging to walk into another person’s classroom. Classroom management can be very difficult when you don’t know student’s names. But in these experiences, you learn to adjust on the fly and diversify your skills and talent. It makes you better at what you do. You’ll gain confidence in these experiences,” Hannah said.

Before she can throw her cap in the air and celebrate graduation, she sat in a room being honored for receiving the Kenny C. Guinn Memorial Millennium Scholarship. The room was filled with Nevada State Treasurer Dan Schwartz, Nevada System of Higher Education Chancellor Thom Reilly, members of the Guinn family, College of Education’s Dean Metcalf, faculty, and advisors and Hannah’s mother, grandmother and boyfriend. It was evident that everyone in that room was proud and excited to see the positive impact Hannah will have in the community.

Hannah is looking forward to having her own classroom in the fall when she returns to her alma mater, Clark High School, as a 10th grade English teacher. She plans to put up some travel photographs to help inspire her students to possibilities. Before all that however, she’s looking forward to some down time with friends on a beach in California.


By Daniel Mendoza, M.S.

About the Guinn Memorial Millennium Scholarship
In 2011, the Nevada Legislature unanimously approved and Governor Sandoval signed into law Senate Bill 220, establishing the Kenny C. Guinn Memorial Millennium Scholarship. The trust fund is used to bestow additional scholarships each year to two qualified Gov. Guinn Millennium Scholars, one each in Northern and Southern Nevada, who are majoring in elementary or secondary education with the intent of teaching in Nevada.

Kids of color get kicked out of school at higher rates – here’s how to stop it

By Samuel Song, University of Nevada, Las Vegas via The Conversation U.S.

When two black men were arrested at a Philadelphia Starbucks where they had been waiting for a business meeting on April 12, the incident called renewed attention to the bias that racial minorities face in American society.

A few days later, a similar incident unfolded at an LA Fitness in New Jersey.

While these two incidents involved adults at places of business, the reality is black children face similar treatment in America’s schools.

The latest evidence is in a recent federal report that shows boys, black students and students with disabilities get kicked out of school at higher rates than their peers.

Findings like this are disturbing, but they are hardly surprising. As a trainer of school psychologists, consultant and researcher, I have worked with schools on the matter of racial disparities in school discipline, along with other problems of justice.

I believe racial disparities in school discipline will persist until educators seriously examine the role their decisions play in the matter. They will also persist until schools begin to implement new strategies that have proven it’s not necessary to kick kids out of school to effectively deal with their behavior.

The source of disparities

Racial disparities in school discipline are nothing new. In 2014 – after years of “zero tolerance” policies proved problematic – the Obama administration issued a guidance to remind schools of their obligation to teach all children and not to suspend or expel them unfairly.

Yet, the new federal data show that for virtually every school in the country for the 2013-14 school year, racial disparities were present irrespective of the type of disciplinary action, level of school poverty, or type of school attended. The bottom line is that some sort of bias is at play.

In research on the subject, this bias is known as implicit bias. This is defined as automatic, unconscious associations and stereotypes about groups of people that affect our understanding, actions and decisions. This topic has been studied extensively and popularized by a collaborative research project housed at Harvard University.

How real is implicit bias? In a series of four experimental studies, the fourth study, using state-of-the-art eye-tracking methodology, demonstrated that – when asked to judge who was telling the truth – whites gazed more quickly at the “lie” response for blacks, which suggests a spontaneous mistrust of blacks. This is consistent with what other researchers have found. Interestingly, Starbucks CEO Kevin Johnson mentioned implicit bias as one of the issues potentially at play in the Starbucks incident.

One study on implicit bias in schools concluded that teachers and staff viewed black girls’ behavior differently. The same study found that black girls were three times more likely to receive office referrals for discipline compared to white girls for subjective discipline violations. A different study found that black students were disciplined for subjective interpretations of behaviors, such as “disobedience” and “disruptive behavior.”

An experimental study conducted at Yale found that preschool teachers gazed at black boys longer compared to other children when asked to look for challenging behavior on video clips.

This tendency to view black children with more suspicion harms the relationships between teachers and black students.

In issuing the new report, the U.S. Government Accountability Office, or GAO, lists several areas to target racial disparities in school discipline. In my experience working with schools, I believe the GAO’s recommendations are correct, but will only work under certain conditions.

In search of alternatives

The first recommendation is to implement alternative forms of discipline that focus on proactive and preventative strategies for the whole school rather than reactive punishment. In my work with schools implementing such approaches, the biggest problem is the degree to which teachers and staff may not have buy-in on the strategies to implement them properly.

For example, some teachers and staff with one particular initiative became frustrated with certain challenging students and rarely gave praise or “behavior bucks,” which could be traded in for privileges and stickers. And when teachers did distribute the “behavior bucks,” they were sarcastic about it and often belittled students rather than being encouraging. In essence, teachers turned a positive strategy into a harmful one.

Due to the potential lack of buy-in from teachers, it is important to use strategies that enable a more collaborative approach to deciding the consequences.

This is the strength of the restorative justice approach. Restorative justice is built upon a foundation of empowering students to collaboratively have their voices heard, take responsibility for one’s actions, and make hurt relationships right again through community dialogue.

For example, restorative justice approaches will gather students and adults together in a circle to discuss the infraction by focusing on who was harmed and what the community can do to make the hurt relationship right again, which is often a plan of amends. These circle discussions with various adults and students allow for all parties to understand one another’s perspective and produce empathy for students, teachers and classmates. In my view, collaborative decision-making is the key to reducing biases.

Restorative justice has been shown to reduce racial disparities in discipline directly, which perhaps explains why other programs are integrating restorative justice strategies into their programs.

Second, there need to be new laws and policies to discourage punitive, exclusionary disciplinary practices in schools and to encourage alternative approaches to school discipline.

For example, California prohibits the use of suspensions and expulsions for children in grades K-3 for willful defiance. Other states and school districts, such as Illinois and Seattle, have done so as well.

The ConversationFinally, it would be helpful if America’s schools had more school psychologists on hand. Unfortunately, the nation’s schools suffer from a shortage of school psychologists at a time when they are needed most to help address complex issues of racial disparities in school discipline.

Samuel Song, Associate Professor of School Psychology, University of Nevada, Las Vegas

This article was originally published on The Conversation. Read the original article.