These programs were approved by CAEP at the initial licensure level in 2017:

• Early Childhood Education with P–3 Teacher Certification
• Early Childhood Education with Dual Teacher Certification in Early Childhood (P–3) and Elementary Education (K–6)
• Early Childhood Education with Dual Certification in Early Childhood (P–3) and Special Education (Teacher of Students with Disabilities)
• Early Childhood Specialized P-3 Alternate Route Program*
• Elementary Education (Kindergarten-6th Grade)
• Elementary Education and Teacher of Students with Disabilities Endorsement
• English as a Second Language Alternate Route Program*
• Secondary Education (Kindergarten-12th Grade)
• Master of Arts in Teaching Early Childhood Education (including P-3 certification eligibility)
• Master of Arts in Teaching Early Childhood and Special Education (P-​3 and Teacher of Students with Disabilities)
• Master of Arts in Teaching in Elementary Education
• Master of Arts in Teaching in Secondary Education
• New Pathways to Teaching in New Jersey Alternate Route Program*

*Note that these alternate route programs have not yet been review by CAEP but will be included in the fall 2024 CAEP review.

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These advanced-level teacher education programs were approved by CAEP in 2021:

• Bilingual/Bicultural Education
• English as a Second Language
• Learning Disabilities Teacher Consultant
• Principal Certification
• Reading Specialist
• School Library Media Specialist
• School Psychology
• Teacher of Students with Disabilities

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Teacher Evaluation Results and Impact Data

Evaluations include NJCU CEAS-certified program completers from the 2017-18 school year employed as teachers in the 2018-2019 school year. Data is from the 2020 New Jersey Department of Education Educator Preparation Provider Performance Report.

Of NJCU-prepared teachers who were evaluated:

• 92% received Summative scores of "Highly Effective" or "Effective." Summative scores are based on multiple measures of student achievement and teacher practice.
• 95% received Teacher Practice scores of "Highly Effective" or "Effective." Practice is measured by performance on a teacher practice instrument, which is used to gather evidence primarily through classroom observations and pre/post-conferences.
• 89% received Teacher Student Growth Objective (SGO) Scores of "Highly Effective" or "Effective." Teacher SGO scores are the combined score for a teacher’s Student Growth Objectives as assessed by the district’s evaluation system.

Please note that data for the 2019-2020 school year is not available due to the circumstances related to the COVID-19 public health emergency. Updated information will be made available in spring 2024 when the 2022 New Jersey Department of Education Education Preparation Provider Performance Report is released.

Data for previous years:

• 2019 New Jersey Department of Education Educator Preparation Provider Performance Report
• 2018 New Jersey Department of Education Educator Preparation Provider Performance Report
• 2017 New Jersey Department of Education Educator Preparation Provider Performance Report

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Satisfaction of Employers and Completers

Employer focus groups were conducted on June 30, 2022, and alumni focus groups were conducted on June 12 and July 20, 2022. Eight principals and supervisors who employ NJCU completers and nine initial-license program alumni were invited to give their feedback as to how to improve the preparation of teacher candidates. Facilitators based the discussion on the InTASC Model Core Teaching Standards.

Employer Focus Group Feedback

Alumni Focus Group Feedback

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Stakeholder Involvement

The College of Education solicits ongoing feedback from stakeholders regarding the development of policies, curriculum, field experiences, and assessments. P-12 representatives from partnership school districts are invited to join department meetings and biannual fall and spring College of Education faculty work sessions. In addition, several College of Education committees include P-12 teachers and administrators as standing members:

• College of Education Advisory Council (CEAC): This committee meets biannually and is charged with developing mutually beneficial relationships with P-12 partnership school districts. School supervisors, principals, and superintendents attend meetings.
• College of Education Clinical Component Committee: This committee, comprised of College of Education faculty and staff and P-12 partners, is charged with overseeing the clinical placements of initial teacher candidates.
• External Clinical Advisory Committee (ECAC): This committee, comprised of College of Education faculty and staff and P-12 partners, is charged with overseeing the field experiences of advanced teacher candidates.

During the 2021-2022 academic year, P-12 partners participated in College of Education activities, including:

• November 5, 2021: At the fall Faculty Work Session, Mr. Charles Ross, Principal at Edison High School, and Dr. Joanna Antoniou, Technology Supervisor at Passaic Public Schools, delivered a presentation on the lessons learned during the COVID pandemic about technology in schools. Faculty worked with other P-12 partners in attendance to discuss how to improve teacher preparation with using classroom technology.
• March 18, 2022: At the spring Faculty Work Session, College of Education P-12 partners helped to review the annual program assessment data and develop goals for the upcoming year.
• August 23, 2022: P-12 Partners met with College of Education faculty to discuss the development of a new initial program assessment to replace edTPA in light of New Jersey no longer requiring edTPA as a requirement for certification.

 

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Praxis II Pass Rates (Midpoint Assessment)
Academic Year 2021-2022

 

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Danielson Framework (Clinical Practice Assessment) 

Semester: Spring 2022
Scoring Scale: Distinguished (4), Proficient (3), Basic (2), Unsatisfactory (1)
Benchmark: Mean score of 3.00 in Clinical Practice II. Results include the final scores assigned during the Clinical Supervisor’s last observation of the student teacher.

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edTPA Pass Rates by Subject Area (Completion Assessment)
Academic Year 2021-2022

Note that subject areas with less than 5 test takers were excluded.
 

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ESL and Bilingual/Bicultural Education Programs
Sheltered Instruction Observation Protocol (SIOP) (Completion Requirement)

Semesters: Spring 2022
Scoring Scale: Highly Effective (3), Effective (2), Partially Effective (1), Not Effective (0)
Benchmark: Total mean score of at least Effective (2.00) on whole rubric

 

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Learning Disabilities Teacher Consultant Program
Case Study: Understanding Student Needs (Completion Requirement)

Semester: Spring 2022
Scoring Scale: Highly Effective (3), Effective (2), Partially Effective (1), Not Effective (0)
Benchmark: Mean rubric score of 2.0 or above

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Principal Certification Program
School Leadership Licensure Assessment (Completion Requirement)

In New Jersey, the passing score for the SLLA 6990 is 151. 

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Reading Specialist Program
Practicum Task Assessments (Completion Requirement)

Semesters: Fall 2021
Scoring Scale: Not Effective (0), Partially Effective (1), Effective (2), Highly Effective (3) 
Benchmark: Total mean score of at least 2.0

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School Library Media Specialist Program
Lesson Plan Assessment (Completion Requirement)

Terms: Fall 2021-Spring 2022
Scoring Scale: Highly Effective (4), Effective (3), Partially Effective (2), Not Effective (1)
Benchmark: Total mean score of at least 3.0 

 

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Teacher of Students with Disabilities Program
IEP Components (Completion Requirement)

Semester: Spring 2022
Scoring Scale: Highly Effective (3pts), Effective (2pts), Partially Effective (1pts), Not Effective (0pts) 
Benchmark: Average rubric score of 2.00 

 

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Initial Completers Employment

Includes completers in traditional route initial-license programs from Fall 2019 through Summer 2022 who were employed in New Jersey public schools in Fall 2022. Job titles includes the roles of those completers employed in NJ public schools Fall 2022. Note that employment data does not include completers who may be working at private schools or schools outside of New Jersey.

 

Employment for Largest Five Programs

Includes CEAS completers from the 2018-2019 school year employed in New Jersey public schools as of the 2019-2020 school year.

Initial Completers Employment Retention

Of 58 NJCU Certificate of Eligibility with Advanced Standing (CEAS) program completers from the 2018-2019 school year, 66% were employed in New Jersey public schools as of the 2019-2020 school year. Note that this number excludes completers employed in private schools or outside of New Jersey.

Data is from the 2021 New Jersey Department of Education Educator Preparation Provider Performance Report. Updated information will be made available in spring 2024 when the 2022 New Jersey Department of Education Education Preparation Provider Performance Report is released.

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Advanced Completers Employment

Includes completers in advanced programs from Fall 2019 through Summer 2022 who were employed in New Jersey public schools in Fall 2022. Job titles includes the roles of those completers employed in NJ public schools Fall 2022. Note that employment data does not include completers who may be working at private schools or schools outside of New Jersey.

 

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