The Program in Teacher Preparation bases its general requirements and course work on the New Jersey Professional Standards for Teachers developed by the New Jersey State Department of Education and adopted by the New Jersey State Board of Education. The standards are aligned very closely with the InTASC national standards and are part of the State’s official licensure code and reflect the professional consensus of what beginning teachers should know and be able to do. In addition, these eleven standards provide the framework for the rubrics developed and used by the Program in Teacher Preparation staff to assess the student’s teaching performance prior to making the recommendation to the State for a teaching license. When students are admitted to the program, they receive a copy of the New Jersey Professional Standards for Teachers, including the overarching statement listed below along with the performance indicators, essential knowledge and critical dispositions in support of each standard.
Learner Development
The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Differences
The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
Learning Environment
The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.
Content Knowledge
Core Standards and the New Jersey Core Curriculum Content Standards and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
Application of Content
The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
Assessment
The teacher understands and uses multiple methods of assessment to engage learners in examining their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
Planning for Instruction
The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Instructional Strategies
The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
Professional Learning
The teacher engages in ongoing individual and collaborative professional learning designed to impact practice in ways that lead to improved student learning for each student, using evidence of student achievement, action research, and best practice to expand a repertoire of skills, strategies, materials, assessments, and ideas to increase student learning.
Leadership and Collaboration
The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
Ethical Practice
Teachers shall act in accordance with applicable policies as well as legal and ethical requirements, and shall use integrity and fairness to promote the success of all students.