Updated Secondary Concentration

This course examines child and adolescent development and focuses on developmental stages, learner motivation, student interests, creating a healthy learning climate, language development, and individual differences. (NJPST 1, 2, 3)

A survey of the neurological, sensory, orthopedic, communicative, and social disabilities, including Autism Spectrum Disorders, present in children, and the impact of these on the psychological and academic development of the child. Students will also examine the impact of the disabilities on cognitive, mental, and social growth, the factors to be considered in assessment and rehabilitative developments, and strategies for professional collaboration to meet students’ needs. (NJPST 1, 2, 10,11)

An examination of behavioral and psychotherapies for the range of behaviors found in the classroom. The course will equip students with a variety of researched-based strategies and models of discipline to address behavior management of all students in a classroom. (NJPST 1, 2, 3)

An examination of the foundations of teaching and instruction. Students will explore current topics in modern education and classroom methodologies. The completion and documentation of the 50-hour clinical experience is a course requirement. (NJPST 2,3,7,8) Formerly Teaching Methods I

(Pre-req Fundamentals of Education; Co-req Clinical Practice I) The focus will continue to explore the foundational methods of teaching, with an emphasis on constructing effective instruction in practice to match learner characteristics and needs. (NJPST 4,5,7,8)

(Co-req Early Childhood / Elementary Teaching Methods)This course consists of 175 hours in a fieldwork component and seminar. Students will put theory into practice by strengthening pedagogy through observation and active classroom participation. Clinical practice is supervised and observed by University staff and assigned cooperating teachers. (NJPST 1-11)

An overview of the knowledge, skills, and understanding of assessment issues related to students in both general and special education settings. The types and characteristics of developmentally appropriate assessments, both formal and informal, and the use of assessment to set instructional goals, monitor progress, and determine the effectiveness of instruction. (NJPST 6)

(Co-req Professional Responsibility) This course consists of a full time, semester length student teaching experience in a school setting. Students will continue to refine their planning and teaching skills. Clinical practice is supervised and observed by University staff and assigned cooperating teachers.  (NJPST 1-11)

(Co-req Clinical Practice II) This course will explore the role of a teacher leader both as a collaborator and role model in and outside of the classroom. Students will create a professional teaching portfolio, reflect on clinical experiences, and examine ways to further their students’ success. (NJPST 9, 10,11)

This course examines child and adolescent development and focuses on developmental stages, learner motivation, student interests, creating a healthy learning climate, language development, and individual differences. (NJPST 1)

A survey of the neurological, sensory, orthopedic, communicative, and social disabilities, including autism spectrum disorders, present in children and the impact of these on the psychological and academic development of the child. Students will also examine the effect of the disabilities on cognitive, mental, and social growth, the factors to be considered in assessment and rehabilitative developments, and strategies for professional collaboration to meet students’ needs. (NJPST 2)

An examination of the foundations of teaching and instruction based on the New Jersey Professional Standards for Teachers. The completion and documentation of the 50-hour clinical experience is a course requirement. (NJPST 1-11)

This course will focus on developing literacy practices across the curriculum for middle and high school grades. Emphasis on higher order comprehension skills, vocabulary development, and content area reading and writing. (NJPST 4, 7, 8)

This course consists of 175 hours in a fieldwork component and seminar. Students will put theory into practice by strengthening pedagogy through observation and active classroom participation. Clinical practice is supervised and observed by University staff and assigned cooperating teachers. (NJPST 1-11) (Pre-req Fundamentals of Education; 56:300:510 )

This course will examine instructional strategies and methodologies for all disciplines taught in secondary schools and current educational trends and issues in relation to secondary school settings. It will strongly emphasize the role of assessment in the teaching and learning process, integrating literacy instruction across all content areas, academic achievement, lesson plan development, differentiated teaching strategies and assessments, family/school connections, learning environment, and classroom management. (NJPST 5, 6, 7, 8) (Co-req Clinical Practice I)

This course aims to foster critical inquiry about current educational issues at the secondary level. Students will examine issues, policies, challenges, and other influences that affect and shape the roles of the secondary school educator. Through reading, discussion and debate, reflection, and writing, students develop a thorough and nuanced understanding of these issues and their implications for their own schools and classrooms. (NJPST 3, 8). (Co-req Clinical Practice I)

This course consists of a full-time, semester-length student teaching experience in a school setting. Students will continue to refine their planning and teaching skills. Clinical practice is supervised and observed by University staff and assigned cooperating teachers.  (NJPST 1-11)

This course explores the role of a teacher and teacher leader both as a collaborator and role model in and outside the classroom. Students will investigate teacher professionalism and the organizational culture of schools with the aim that these understandings will prepare students to take a greater leadership role on issues that affect classroom practice and students’ learning. Students will also finalize their professional teaching portfolio, reflect on clinical experiences, and examine ways to further their students’ success.  (NJPST 9,10,11) (Co-requisite Clinical Practice II – 56:300:521)