Undergraduate students seeking K-5 or K-12 certification must complete:
- The academic major requirements
- The general requirements for the degree
- The Teacher Preparation Program requirements.
The student must also maintain both a major GPA and an overall GPA of 2.80 or higher.
Post baccalaureate students seeking K-5 or K-12 certification must:
- Complete TPP requirements that were not completed as an undergraduate student
- Must be able to show evidence of 30 liberal arts credits in a major or concentration for which you are seeking certification,12 of which must be at the 300 level (junior / senior level) or higher
Post-baccalaureate students seeking K-12 certification in an area outside the discipline of their bachelor's degree must complete a minimum of thirty (30) credits in a coherent subject area concentration, with twelve (12) of those credits in courses at the 300 level or higher. These 30 credits may consist of ANY array of courses offered by the major department, not necessarily those specified by the department for the degree. The student must also complete all course requirements of the Teacher Preparation Program and maintain both a major concentration GPA and an overall GPA of 2.80 or higher.
K-5 Course Requirements | K-12 Course Requirements
Course Descriptions
50:964:101 Fundamentals of the Teaching Profession (3 credits)
Serving as one of four baseline requirements for admission to the
Teacher Preparation Program, this course will include broad introductory
coverage of teaching as a profession, family and community partnerships,
lesson planning, technology, and educational philosophies. Intensive
coverage will also be given to the philosophy, goals, core requirements,
procedures, and policies of the Teacher Preparation Program as well
as the process and procedures of certification in the state of New
Jersey.
50:964:301 Contemporary Issues in Elementary Education (3 credits)
Designed to serve the needs of elementary education (K-5) certification
candidates, this course will engage students in in-depth analysis
of core issues of both a theoretical and practical nature, including
strategies inherent in effective management of the classroom learning
environment; strategies and techniques of instruction; evolving
code-related issues; student diversity and special needs; assessment
and evaluation; and collaboration and professional ethics. Content
and learning tasks will be specifically linked to the New Jersey
Professional Teaching Standards. Prerequisite: 50:964:101
50:964:302 Contemporary Issues in Secondary Education (3 credits)
Designed to serve the needs of certification candidates seeking
a subject matter endorsement (K-12), this course will engage students
in in-depth analysis of core issues of both a theoretical and practical
nature, including strategies inherent in effective management of
the classroom learning environment; strategies and techniques of
instruction; evolving code-related issues; student diversity and
special needs; assessment and evaluation; and collaboration and
professional ethics. Content and learning tasks will be specifically
linked to the New Jersey Professional Teaching Standards. Prerequisite:
50:964:101
50:964:354 Methods and Issues of Teaching Art (3 credits)
Methods and materials for teaching K-12 visual arts are presented
with specific reference to production, history, criticism, evaluation,
and assessment. Particular emphasis will be placed on acquiring
knowledge and techniques related to discipline-based approaches
to art education. The path from first experience through specific
skill development and portfolio preparation in grade 12 will be
explored. Particular emphasis will also be on the development of
both unit and individual lesson plans, rubrics and assessment, and
the various types of instruction. The aforementioned aspects will
be considered in view of the New Jersey Core Curriculum Content
Standards (NJCCCS) and relevant national standards.
Prerequisite: 50:964:101
50:964:369 Methods and Issues of Teaching Foreign Language
(3 credits)
Through active participation, students gain an appreciation of the
historical development of language acquisition and its impact on
methodological techniques for grades K-12. Development of thematic
units versus thematic vocabulary, effective assessment as well as
the role of technology are considered. Particular emphasis will
also be on the development of both unit and individual lesson plans,
rubrics and assessment, and the various types of instruction. Current
issues, trends, and concerns within the profession are discussed
with reference to the NJCCCS and relevant national standards. Prerequisite:
50:964:101
50:964:371 Methods and Issues in Elementary Education (3 credits)
Provides an integrated introduction to current methods and issues
in teaching the elementary school curriculum. Special attention
will be given to short and long range planning, designing differentiated
curricula to facilitate understanding, classroom management, and
the development of instructional and evaluative techniques with
consideration of the NJCCCS. Particular emphasis will also be on
the development of both unit and individual lesson plans, rubrics
and assessment, and the various types of instruction.
Prerequisite: 50:964:101
50:964:405 Methods and Issues of Teaching English (3 credits)
Studies the five language skills (reading, writing, speaking, listening,
and viewing), their interrelationships, and methods of teaching
these skills in grades K-12. There is emphasis on whole language
philosophy, writing as process, and literature as text in many genres.
Particular emphasis will also be on the development of both unit
and individual lesson plans, rubrics and assessment, and the various
types of instruction. The aforementioned aspects will be considered
in view of the NJCCCS and relevant national standards.
Prerequisite: 50:964:101
50:964:407 Methods and Issues of Teaching Social Studies (3
credits)
Considers the materials and methods of instruction adapted to social
studies in secondary schools. Focuses on the preparation of social
studies teachers; literature on materials and methods; aims and
objectives; organization of curriculum assignments; methods of evaluating
learning; and use of media technology in instruction, collateral
readings, and standardized tests. Particular emphasis will also
be on the development of both unit and individual lesson plans,
rubrics and assessment, and the various types of instruction. The
aforementioned topics will be considered in conjunction with the
NJCCCS and relevant national standards.
Prerequisite: 50:964:101
50:964:411 Methods and Issues of Teaching Science (3 credits)
Examines the aims and development of science education. Approximately
half of the course is devoted to the analysis of methods used in
the various sciences taught in schools; the demonstrations, laboratory,
project methods, and use of media and field trips. this course also
considers such extra-class activities of the teacher as ordering,
storage, and inventory of supplies and equipment, club advisement,
studies for professional advancement, and selection of textbook
and materials. Particular emphasis will also be on the development
of both unit and individual lesson plans, rubrics and assessment,
and the various types of instruction. The aforementioned aspects
are considered in view of the NJCCCS and relevant national standards.
Prerequisite: 50:964:101
50:964:413 Methods and Issues of Teaching Mathematics (3 credits)
Covers the selection, organization, presentation, and application
of mathematics. Provides the students with techniques to alleviate
math anxiety and to present instruction that will accommodate various
learning styles and developmental levels with consideration being
given to the NJCCCS and relevant national standards. Particular
emphasis will also be on the development of both unit and individual
lesson plans, rubrics and assessment, and the various types of instruction.
Prerequisite: 50:964:101
50:964:416 Elementary Urban Practicum (3 credits)
This practicum has two components: a fieldwork component and a seminar
component. In the fieldwork component, students are assigned to
an urban elementary school to work with a cooperating classroom
teacher for a total of 45 hours during the term. Students are expected
to observe and participate in classroom literacy activities*. In
the seminar component, students will have the opportunity to read,
write, and discuss with their peers the interrelationships of teaching/learning
literacy theory and practice. Understanding and application of the
New Jersey Language Arts/Literacy Standards will be addressed as
students learn to develop and evaluate literacy instruction for
elementary school children.
* Elementary literacy activities generally occur in the morning.
Prerequisites: Acceptance of Student Teaching Application; 50:350:309
(Reading and Writing in the Elementary Curriculum) for those seeking
elementary certification; permission of the program director for
those seeking subject-matter certification; this course can only
be taken in one of the two semesters immediately prior to Student
Teaching.
50:964:443 Methods and Issues in Teaching Music (3 credits)
Examines the methods, materials, and techniques of the public school's
classroom vocal and instrumental music and related theory programs.
Includes the development of sequential musical concepts necessary
for an effective instrumental, vocal, and general music program.
Particular emphasis will also be on the development of both unit
and individual lesson plans, rubrics and assessment, and the various
types of instruction. The aforementioned aspects will be considered
in view of the NJCCCS and relevant national standards.
Prerequisite: 50:964:101
50:964:450 Suburban Practicum (3 credits)
Practicum has two components: a fieldwork component and a seminar
component. In the fieldwork component, students are assigned to
work in a suburban school setting under the supervision of a cooperating
teacher. This experience will provide the student with the opportunity
to become familiar with the role of the teacher and the dynamics
of the classroom and will include the teaching of brief lessons.
The student will thus gain an understanding of instructional planning,
teaching strategies, educational technology, classroom management,
and how NJCCCS are implemented in the classroom. In the seminar
component, students will have the opportunity to discuss and evaluate
with their peers the classroom interaction which they have observed,
as well as the interrelationships of teaching/learning theory and
practice. Prerequisite: Acceptance of Student Teaching Application;
this course may only be taken in one of the two semesters immediately
prior to Student Teaching.
50:964:452 Urban Practicum (3 credits)
Practicum has two components: a fieldwork component and a seminar
component. In the fieldwork component, students are assigned to
work in an urban school setting under the supervision of a cooperating
teacher. This experience will provide the student with the opportunity
to become familiar with the role of the teacher and the dynamics
of the classroom and will include the teaching of brief lessons.
The student will thus gain an understanding of instructional planning,
teaching strategies, educational technology, classroom management,
and how NJCCCS are implemented in the classroom. In the seminar
component, students will have the opportunity to discuss and evaluate
with their peers the classroom interaction which they have observed,
as well as the interrelationships of teaching/learning theory and
practice.
Prerequisite: Acceptance of Student Teaching Application; this course
can only be taken in one of the two semesters immediately prior
to Student Teaching.
50:964:487 Student Teaching (10 credits)
Full-time student teaching in approved schools under the supervision
of a cooperating teacher and a college supervisor. Prerequisites:
Approval of department; application made one year in advance of
term in which student teaching will occur. Corequisite: 50:964:492.
50:964:492 Student Teaching Seminar (2 credits)
Nine-session seminar that focuses on selected topics to include
classroom management, professional ethics and responsibilities,
teacher discipline, teaching strategies, self-evaluation, professional
growth, résumé writing, finding employment, and interviewing
skills. Students are required to develop and complete a portfolio
that will serve as both a record and an exhibit of their work and
achievements as a practice teacher.
Corequisite: 50:964:487
50:964:495 Independent Study in Education (BA)
Prerequisites: Permission of the director of the Teacher Preparation
Program and agreement by a program member to supervise the work
being done.
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