Five-Year Teacher Education Programs

The Graduate School of Education (GSE) offers several five-year joint bachelor's degree/master's degree/initial teacher certification programs. Rutgers undergraduates do preliminary coursework during their sophomore and junior years and are admitted to the program during the spring semester of their junior year. Their professional education sequence intensifies in the senior year. Students then qualify to have their baccalaureate degree awarded by one of the undergraduate liberal arts colleges. They continue with the professional sequence the summer after graduation. Students return in the fall to complete a student teaching internship with related coursework and continue with full-time graduate study, including a field-based research project, in the spring. The master of education degree is conferred upon the completion of all five-year program requirements. After the master's degree is awarded, the GSE will make a recommendation to the New Jersey State Department of Education on behalf of the student to receive a Certificate of Eligibility with Advanced Standing as a teacher. Broadly, our program helps students to:
 
  • learn pedagogical content knowledge of subject areas, i.e., content specific teaching methods in the discipline(s);
  • acquire a grounding in the historical and philosophical contexts of the discipline that they will be certified to teach;
  • develop curriculum, apply instructional strategies and class management techniques, construct and implement assessments; and
  • gain the knowledge and skills of integrating technology into instruction.
 
They gain this knowledge through a healthy mix of practical, hands-on learning and classroom experiences.  
 
Explore the Undergraduate Minor in Education offerings for detailed information. For a listing of useful student resources within the university, visit Information for New and Current Students.
 
 

Urban Social Justice Focus

GSE Urban and Social Justice Teacher Education Program Statement:
The Graduate School of Education's (GSE) Teacher Education Program is designed to develop teachers to be engaged in and committed to excellence, equity, and social justice in their teaching practice. New Jersey is a uniquely diverse and urban state as defined by the following: large numbers of students from historically marginalized linguistic, economic, and cultural backgrounds; high-poverty districts or schools; and population density combined with educational inequality. The GSE Teacher Education Programs aim to develop a diverse generation of teachers prepared according to the New Jersey Professional Standards for Teachers with the skills and dispositions to both teach and advocate for all students, as well as to learn from students and their communities. Teachers prepared at the GSE will learn to critically analyze the social politics of urban, rural, and suburban schools and use that analysis to advocate for each other, their students, and the families that they serve as they engage in the most effective instructional practices built upon deep knowledge of their students. GSE Teacher Candidates benefit from working with some of the best education faculty in the world and gain real-world experience by partnering with carefully selected mentor teachers in districts/schools serving economically, racially, ethnically, and linguistically diverse communities in New Jersey. In order to cultivate the unique set of skills for success in our nation's increasingly diverse schools, GSE Teacher Candidates do their clinical work in school- and community-based placements in urban partner districts that are part of the GSE-Community School Partnership Network (GSE-CSPN).
 
An urban and social justice teacher education program prepares candidates to:
  • develop meaningful understandings of diverse students and their experiences and communities, and the social, economic, historical, and political dimensions of urban settings and schools;
  • effectively teach diverse students, including those from historically marginalized linguistic, cultural, and economic backgrounds;
  • identify and disrupt instances and patterns of discrimination and marginalization, and develop their students' critical and active citizenship capacities;
  • balance constructivist, student-centered approaches with explicit instruction and scaffolding;
  • deeply understand their disciplines, research-based current/best practices in their disciplines, and student learning in their disciplines; and
  • be caring, competent, rigorous, and reflective practitioners.