Non-degree Supervisor Endorsement Program

Program Overview

The non-degree Supervisor Endorsement Program offered at the GSE is nationally certified by the Council for the Accreditation of Educator Preparation (CAEP) and allows certified teachers to take coursework that leads to New Jersey Department of Education certification as a supervisor within an elementary or secondary school setting. Students who enroll in this program typically seek to advance in their current role and demonstrate the core competencies needed to be effective leaders in public and private K-12 schools or higher education institutions. Candidates commonly continue to work for local school districts, charter schools, or other educational institutions while completing the required coursework. The program curriculum includes courses focusing on curriculum development at various levels, school administration, and supervision of instruction.

This 12-credit endorsement program is available only to individuals who hold a New Jersey Standard Instructional Certificate or Educational Services Certificate, or its out-of-state equivalent. Three years of full-time teaching experience is also required. The program is not aligned with any specific degree program, does not lead to a degree of any kind, and is usually completed at the New Brunswick campus with some online classes available. All 12 credits in the endorsement program must be completed at Rutgers University. No transfer credits will be accepted. 

Program Goals as of 2022-2023
(Last updated: 10/6/2022)

Knowledge/Understanding 

• Students will develop understandings of: 
  • how knowledge of adult and teacher development and alternative supervisory practices can help break the norm of mediocracy found in typical schools; 
  • how their own interpersonal behaviors affect individuals as well as groups of teachers; 
  • the technical skills of observing, planning, assessing, implementing, and evaluating instructional improvement; and  
  • supervisory technical tasks of direct assistance, evaluation of teaching, group development, professional development, curriculum development, and action research.  

Communication/Community Building 

• Students will develop understandings about:  
  • the provision of personal, ongoing contact with the individual teacher to observe and assist in classroom instruction; 
  • the gathering of teachers to make decisions on mutual instructional concerns; 
  • fostering democracy, moral action, professional learning, and inquiry in schools; 
  • engaging the larger community in a collaborative effort to improve the school and community; 
  • planning the tasks of supervision to bring together the school community’s goals and teacher needs into a single fluid entity; and 
  • the unification of individual teacher needs with organizational goals in a “cause beyond oneself” to promote powerful instruction and improved student learning.  

Diversity, Equity, and Inclusion (DEI) 

• Students will develop understandings about:  
  • facilitating change by both assisting innovation and developing the capacity of the school and teachers to change with a changing environment; 
  • developing both culturally responsive teachers and culturally responsive schools to ensure equity for all; 
  • providing to teachers high-quality professional development that addresses equity and diversity and aligning classroom instruction with the culture and mission of the school; and  
  • teaching and learning in relation to marginalized economic, racial, and ethnic groups; sexual and gender minorities; and students with disabilities.  

Research/Professional Practice 

• Students will develop an understanding of engaging in action research, which is the systematic study by a faculty of what is happening in the classroom and school with the aid of improving learning.  
• Students will engage in evidence/research-based best practices to inform supervisory support to teachers.  

Assessment 

• Students will develop an understanding about the assessment/evaluation of teaching at the individual, team, and school levels. 
• Students will develop an understanding about curriculum development, including evaluation/assessment, revision, and modification of the content, plans, and materials of classroom instruction.  
• Students will evaluate, identify, and use teacher evaluation models and approaches for effective evaluation of instructional practice.  

Professional Development/Critical Self-Reflection 

• Students will develop understandings about providing high-quality professional development to teachers in order to:  
  • improve/support the quality of student learning for all students in the teacher’s classes; 
  • expand the professional capacity of each teacher;
  • refine/increase use of technology in the classroom; and  
  • promote collaborative activities with other professionals in the school.  

For more information about this program:

• Download the program guide (includes course list and application requirements)
• As required by our national accreditor, CAEP, the program publicly reports outcomes annually in an Accountability Measures report. This report can be found on our Accreditation page.
• Contact Marie Pavelchak, Senior Student Program Coordinator in the Office of Student and Academic Services

Program Details