The graduate  programs in early childhood education are completely online and are designed to deepen the understanding and perfect the skills of teacher candidates who plan to work with children from birth through eight years of age in a variety of child-development and school settings. Emphasis is placed on current theory and research in child development and application to early childhood education practice. This is a 39 credits program. Those candidates who successfully complete this program will be eligible for the New Jersey Preschool through grade Three Certificate of Eligibility with Advanced Standing and an endorsement in Teacher of Students with Disabilities..

THE REQUIREMENTS FOR ADMISSION TO THIS PROGRAM ARE:

• A minimum cumulative undergraduate grade point average (CGPA) of 3.0.
• Passing scores on all three sections of the Praxis CORE, or 560 verbal, 540 Math on the SAT, or 23 or higher on the ACT, or 155 verbal, 156 quantitative on the GRE.

Passing scores on the Praxis CORE Academic Skills for Educators Tests, as of 9/1/19:

• Math Test #5733         Passing Score 150
• Reading Test #5713    Passing Score 156
• Writing Test #5723     Passing Score 162

Students who meet the score levels below are not required to take the Praxis CORE:
SAT Scores

• If taken before 4/1/1995: Math 520, Reading 480
• If taken between 4/1/1995 to 2/28/2016: Math 540, Reading 560
• If taken on or after 3/1/2016: Math 570, 610 Evidence-Based Reading and Writing or 30 Reading Section

ACT Scores

• If taken before 8/28/1989: Math 23, English 20
• If taken on or after 8/28/1989: Math 23, English 23

GRE Scores

• If taken before 8/1/2011: Quantitative 720, Verbal 530
• If taken on or after 8/1/2011: Quantitative 156, Verbal 155

For more information on Praxis exams:  https://www.ets.org/praxis/nj/requirements

THE REQUIREMENTS FOR COMPLETION OF THIS DEGREE ARE:

• Completion of all education courses with B- or higher grades
• Passing scores on Praxis Core and Praxis II Exam
• A minimum cumulative GPA of 3.0
• Successful completion of clinical practice 1 and 2
• Obtaining a passing score of 37 on the performance assessment, edTPA, as required by the New Jersey Department of Education.
• 60 Liberal Arts credits

Note: For the most updated information on this teaching certification program, students are directed to contact the Department Chairperson. Dr. Sai Jambunathan (sjambunathan@njcu.edu) as changes may have occurred since publication.
 

All master’s degree candidates must have a bachelor’s degree with a liberal arts major or 60 liberal arts credits, including the following courses or their equivalents:

Program Requirements*

¹

Students may take up to 6 credits in Phase I prior to passing the Praxis CORE.

*

All courses are offered online except clinical courses.                                                                                                        

Important: The schedule of courses and requirements are subject to change based on changes in the New Jersey Department of Education requirements. Please contact Department Chairperson Dr. Sai Jambunathan (sjambunathan@njcu.edu) for most current requirements. 

Students also have to obtain a passing score on edTPA in order to be able to apply for certification
Important: The schedule of courses and requirements are subject to change based on changes in the New Jersey Department of Education requirements. Please contact Department Chairperson Dr. Sai Jambunathan (sjambunathan@njcu.edu) for most current requirements.

Student Learning Outcomes

Learning outcomes are aligned to the INTASC Model Core Teaching Standards:

1. 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.
2. 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.
3. Learning Environments: 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
4. Content Knowledge: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
5. 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.
6. Assessment: The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
7. 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.
8. 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.
9. Professional Learning and Ethical Practice: The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
10. 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.