Professional Studies Building, Room 203A
Hours: 8:30 a.m. – 5:00 p.m., Monday, Tuesday, Thursday, and Friday; 8:30 a.m. – 6:00
Office Telephone: (201) 200-3015, Fax: (201) 200-2334
Certification: (201) 200-2079
Jo-Anne Mecca, Ed.D. Director email@example.com
Cynthia Vazquez , M.A. Assistant Director and Certification Administrator
Jeanne Beckner Program Assistant firstname.lastname@example.org
Lola Martinez Professional Services Specialist email@example.com
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Our candidates know the subject matter they plan to teach
Our candidates demonstrate their pedagogical knowledge, integrating their
understanding of their pupils’ developmental levels, individual differences,
learning exceptionalities and sociocultural backgrounds.
Our candidates demonstrate effective instruction, caring behavior and
reflection to improve practice.
Our candidates know and value how individuals are shaped by their life
experiences as mediated by factors such as social class, gender, race, ethnicity,
language, sexual orientation, age and social needs. Our candidates know,
value and engage in culturally responsive teaching to promote social justice,
particularly in our urban areas.
Our candidates are able to use appropriate technology in carrying out their
Seek to be an active contributor to the experience
Take the initiative and don’t depend only on others for direction
Seek constructive criticism and accept it well
Seek ways to contribute to the success of the school
Show respect toward all school personnel, faculty, students
Treat all conferences and classroom events with confidentiality
Do not engage in gossip
Learn and adhere to rules governing professional behavior
Reflect on practice
Three absences are permitted. Notify school, supervisor and CTPP
After three absences, the days must be made up at the end of the internship
"Harassment, intimidation or bullying" means any gesture, any written, verbal or
physical act, or any electronic communication, whether it be a single incident or a
series of incidents, that is reasonably perceived as being motivated either by any
actual or perceived characteristic, such as race, color, religion, ancestry, national
origin, gender, sexual orientation, gender identity and expression, or a mental,
physical or sensory handicap disability, or by any other distinguishing
characteristic, that takes place on school property, at any school-sponsored
function or on a school bus, or off school grounds as provided for in section 16 of
P.L.2010, CHAPTER 122, that substantially disrupts or interferes with the orderly
operation of the school or the rights of other students and that:
a reasonable person should know, under the circumstances, will have the effect of
physically or emotionally harming a student or damaging the student's property,
or placing a student in reasonable fear of physical or emotional harm to his person
or damage to his property; or
has the effect of insulting or demeaning any student or group of students in such a way
as to cause substantial disruption in, or substantial interference with, the orderly
operation of the school; or
creates a hostile educational environment for the student by interfering with a student’s
education or by severely or pervasively causing physical or emotional harm to the
HARASSMENT, INTIMIDATION & BULLYING (HIB)
New Jersey has been a leader in the establishment of a strong statutory, regulatory, policy and
program framework to support the prevention, remediation and reporting of HIB in
schools. Provided below are information and resources to aid schools in the establishment of
HIB policies, the adoption of HIB program strategies, the implementation of proactive
responses to HIB and the adoption of effective HIB reporting procedures.
Resources Supporting the New Jersey Anti-Bullying Bill of Rights
Anti-bullying Bill of Rights Act
Questions and Answers Anti-Bullying Bill of Rights Act P.L.2010, c.122
Guidance for Schools on Implementing the Anti-Bullying Bill of Rights Act
You will be assigned a university supervisor by your department
Your supervisor will contact you prior to observing and evaluating you in
Following the supervisor’s observation, he or she will conference with
you, go over the evaluation and provide a copy of the on-line
Your supervisor will observe you on the average of every other week,
submitting six formative evaluations and a final or summative
evaluation, indicating a pass or fail grade.
Your cooperating teacher will submit an on line mid-semester evaluation
and final evaluation. You should receive a copy of the two
Ask your supervisor to share with you the evaluation form they will be
Familiarize yourself with Clinical Competency Inventory located on the
Applications submitted in Undergraduate Clearance
Certification applications submitted in the Office of Undergraduate Clearance are forwarded to
the CTPP in January, June and August. In the event of a grade or transcript adjustment,
applications are delivered to this office when the requested change has been updated. Please
note that the dates for application delivery are decided by the Office of Undergraduate
Clearance each semester.
Applications submitted in the CTPP
Certification applications may be picked up or submitted in the CTPP daily between 8:30 am
and 5 pm.
The cover page of the application packet fully explains the process and provides contact
information for any questions you may have. Please be advised that incomplete applications
are not accepted.
Please allow THREE full months for processing and remember that applications begin processing at
the end of each month. For example, an application submitted on the 1st of the month will begin to be
processed on the last weekday of the month.
Pending approval, your application will be forwarded to the state and an e-mail will be sent to you
using the contact information provided on your certification application.
Applications will be forwarded to the state for final processing. An e-mail will be sent to the
applicant to provide updated application information.
Finally, to avoid processing delays, be sure to complete the application in full, attach all required
documents and verify that there are no holds on your records preventing access to your transcripts.
New Jersey Department of Education
Center for Teacher Preparation and Partnerships
Students will be given two opportunities to be successful in the internship.
This applies whether the two opportunities take place in the same semester or
two. The timeline for the second placement will be determined by the
department chairperson and director of the CTPP.
If the second opportunity takes place in a subsequent semester, a new
application must be submitted to the CTPP. The student will be responsible
for paying the internship tuition, any co-requisite courses needed as well as
the internship fee of $150.
1. Subject Matter Knowledge. Teachers shall understand the central concepts,
tools of inquiry, structures of the discipline, especially as they relate to the Common Core State
Standards, and design developmentally
appropriate learning experiences making the subject matter accessible and
meaningful to all students.
2. Human Growth and Development. Teachers shall understand how children and
adolescents develop and learn in a variety of school, family, and community
contexts and provide opportunities that support their intellectual, social,
emotional, and physical development.
3. Diverse Learners. Teachers shall understand the practice of culturally
4. Instructional Planning and Strategies. Teachers shall understand instructional
planning, design long- and short-term plans based upon knowledge of subject
matter, students, community, and curriculum goals, and shall employ a variety of
developmentally appropriate strategies in order to promote critical thinking,
problem solving and the performance skills of all learners.
5. Assessment. Teachers shall understand and use multiple assessment strategies
and interpret results to evaluate and promote student learning and to modify
instruction in order to foster the continuous development of students.
6. Learning Environment. Teachers shall understand individual and group
motivation and behavior and shall create a supportive, safe and respectful learning
environment that encourages positive social interaction, active engagement in
learning and self-motivation.
7. Special Needs. Teachers shall adapt and modify instruction to accommodate the
special learning needs of all students.
8. Communication. Teachers shall use knowledge of effective verbal, nonverbal
and written communication techniques and the tools of information literacy to
foster the use of inquiry, collaboration and supportive interactions.
9. Collaboration and Partnerships. Teachers shall build relationships with
parents, guardians, families and agencies in the larger community to support
students’ learning and well-being.
10. Professional Development. Teachers shall participate as active, responsible
members of the professional community, engaging in a wide range of reflective
practices, pursuing opportunities to grow professionally and establishing collegial
relationships to enhance the teaching and learning