Teacher Education at Rutgers

The Rutgers University Graduate School of Education is dedicated to the study and improvement of education. The creation of knowledge about teaching and learning is central to our mission. We seek to ensure that all children and adults have access to high quality educational programs. As such, our work addresses the cognitive, social, organizational, cultural, linguistic, developmental, and policy dimensions of education. Our instructional programs are designed to produce graduates who become effective educational practitioners, transformative educational leaders, and accomplished educational researchers. Our partnerships and service contributions focus on New Jersey but extend to both national and global communities.  We have been preparing teachers for New Jersey since 1923.  We developed the first advanced degree for school leaders in New Jersey in 1930.


The Graduate School of Education (GSE) at Rutgers University is accredited by the Council for the Accreditation of Educator Preparation (CAEP). It was initially accredited by the Teacher Education Accreditation Council, which joined forces with the National Council for Accreditation of Teacher Education to form CAEP in 2013. During his tenure as Dean of the GSE, Dr. Richard De Lisi served on the CAEP commission charged with defining new standards for educator preparation, and chaired a working group on Quality Assurance and Continuous Improvement. Click here to view the Rutgers Teacher Education's 2020 CAEP Annual Report data.

NJ Department of Education's Rutgers–New Brunswick Teacher Education Performance Report

Graduates of the Rutgers GSE Teacher Education Programs are employed in NJ public schools at a higher rate than their peers statewide. Additionally, state data show they positively impact P-12 learning, teach effectively in New Jersey public schools, and meet the expectations of their employers. View the state's 2019 Rutgers Teacher Education Performance Report.

GSE Program Standards 

1. Our students understand the central concepts, tools of inquiry, and structures of the discipline, especially as they relate to the New Jersey Core Curriculum Content Standards. 

2. Our students demonstrate pedagogical content knowledge in their planning and design of instructional plans and their use of multiple assessment strategies to evaluate and promote student learning. 

3. Our students demonstrate knowledge of learners and learning in accommodating diverse learners and those with special needs and in the design of learning environments that provide a supportive, safe, and respectful environment. 

4. Our students demonstrate knowledge of appropriate professional practice in their use of effective communication in the classroom, knowledge of strategies for building relationships with parents to support student learning, and knowledge of opportunities to pursue professional growth. 


NJ Professional Standards for Teachers 

The Learner and Learning (Standards One-Three)

1. Learner Development: The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

2. Learning Differences: The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

3. Learning Environments: The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.


Content Knowledge (Standards Four-Five)

4. Content Knowledge: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches, particularly as they relate to the Common Core Standards and the New Jersey Core Curriculum Content Standards and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.

5. Application of Content: The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.


Instructional Practice (Standards Six-Eight)

6. Assessment: The teacher understands and uses multiple methods of assessment to engage learners in examining their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

7. Planning for Instruction: The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

8. Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.


Professional Responsibility (Standards Nine-Eleven)

9. Professional Learning: The teacher engages in ongoing individual and collaborative professional learning designed to impact practice in ways that lead to improved learning for each student, using evidence of student achievement, action research and best practice to expand a repertoire of skills, strategies, materials, assessments and ideas to increase student learning.

10. Leadership and Collaboration: The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

11. Ethical Practice: The teachers acts in accordance with legal and ethical responsibilities and uses integrity and fairness to promote the success of all students.


New Jersey Professional Standards for Teachers (N.J.A.C. 6A:9-3.3)