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

• *
• English as a Second Language Alternate Route Program*
• 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.

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

Completer Impact

Teacher Evaluations

Evaluations include Ò°»¨ÉçÇø CEAS-certified program completers from the 2020-21 school year employed as teachers in the 20121-22 school year. 

Of Ò°»¨ÉçÇø-prepared teachers who were evaluated:

• 97% received Summative scores of "Highly Effective" or "Effective." Summative scores are based on multiple measures of student achievement and teacher practice. Statewide, 99% of CEAS completers received Summative scores of "Highly Effective" or "Effective."
• 100% 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. Statewide, 99% of CEAS completers received Teacher Practice scores of "Highly Effective" or "Effective."
• 97% 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. Statewide, 97% of CEAS completers received SGO scores of "Highly Effective" or "Effective."

Data is from the 2023 New Jersey Department of Education Educator Preparation Provider Performance Report. Updated information will be made available when the 2024 New Jersey Department of Education Education Preparation Provider Performance Report is released.

Completer Effectiveness

Alumni Surveys

In July 2024, the EPP distributed surveys to alumni who completed programs within the College of Education in September 2021 through August 2023. The survey asked alumni to rate how well the program prepared them to perform their current professional responsibilities based on a scale of Thoroughly Prepared, Adequately Prepared, Partially Prepared, and Poorly Prepared. The table below provides the percentage of survey responses by program for which alumni rated as "Thoroughly Prepared" or "Adequately Prepared."

Alumni Focus Groups

Alumni focus groups were conducted on June 12, 2022 and July 20, 2022. 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.

Alumni Focus Group Feedback

Satisfaction of Employers

Employer focus groups were conducted on June 30, 2022. Eight principals and supervisors who employ Ò°»¨ÉçÇø initial-license program completers 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.

Initial Employer Focus Group Feedback

Advanced program completer and employer focus groups were conducted in July 2023. Nine superintendents, principals, and supervisors who employ Ò°»¨ÉçÇø completers and ten alumni were invited to give their feedback regarding these programs: Educational Leadership, ESL/Bilingual, Learning Disabilities Teacher Consultant, Reading Specialist, School Library Media Specialist, School Psychology, and Teacher of Students with Disabilities. Facilitators based the discussion on the CAEP RA1.1 candidate proficiencies.

Advanced Program Focus Group Feedback

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:

• Accreditation Committee: This committee is charged with facilitating assessment, reports, and program improvement as part of the College of Education's Quality Assurance System. P-12 partners are included as members of this committee.
• 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, staff, and P-12 partners, is charged with overseeing the clinical placements of initial teacher candidates.
• Teacher Education Council: This committee, comprised of College of Education and College of Arts and Sciences faculty, clinical supervisors, and staff, is charged with ensuring that candidates are well prepared within their subject area.

Current College of Education Partnerships

Use of Stakeholder Feedback

Stakeholder Feedback on Diversity, Equity, and Inclusion

Stakeholder Feedback on the Selection of Clinical Educators

Praxis II Pass Rates (Midpoint Assessment)
Academic Year 2023-2024

Danielson Framework (Clinical Practice Assessment) 

Semester: Spring 2024
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.

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

Semesters: Spring 2024-Summer 2024
Scoring Scale: Highly Effective (3), Effective (2), Partially Effective (1), Not Effective (0)
Benchmark: Total mean rubric score of at least 2.00

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

Semester: Fall 2024
Scoring Scale: Advanced (4), Proficient (3), Developing (2), Beginning (1), Element Missing (0)
Benchmark: Total mean rubric score of 2.5 or above

Principal Certification Program
School Leadership Licensure Assessment (Completion Requirement)

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

Reading Specialist Program 
Practicum Task Assessments (Completion Requirement)

Semesters: Fall 2023
Scoring Scale: Highly Effective (3), Effective (2), Partially Effective (1), Not Effective (0)
Benchmark: Total mean rubric score of at least 2.0

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

Terms: Spring 2024
Scoring Scale: Highly Effective (3), Effective (2), Partially Effective (1), Not Effective (0)
Benchmark: Total mean rubric score of at least 2.0 

Teacher of Students with Disabilities Program
Cultural Audit of a School (Completion Requirement)

Semester: Spring 2024
Scoring Scale: Highly Effective(3), Effective (2), Partially Effective (1), Not Effective (0)
Benchmark: Total mean rubric score of at least 2.00 

Initial Completers Employment

Includes completers in initial-license programs from Fall 2020 through Summer 2023 who were employed in New Jersey public schools in Fall 2023 and Fall 2024. Job titles includes the roles of those completers employed in NJ public schools Fall 2024. Note that employment data does not include completers who may be working at private schools or schools outside of New Jersey.

Advanced Completers Employment

Includes completers in initial-license programs from Fall 2020 through Summer 2023 who were employed in New Jersey public schools in Fall 2023 and Fall 2024. Job titles includes the roles of those completers employed in NJ public schools Fall 2024. Note that employment data does not include completers who may be working at private schools or schools outside of New Jersey.