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.
Pk-12 schools are in need of qualified teachers now more than ever. There are thousands of unfilled teaching positions with more openings projected. You can help address this burgeoning teacher shortage, and fortify your employment prospects, by earning a master’s degree and teaching certificate at Rutgers Graduate School of Education.
Juniors can apply now to earn an Ed.M. with teacher certification with just one additional year of study; Seniors need just two years to be highly competitive in this wide-open job market.
Rutgers GSE is the top-ranked school of education in the state and its faculty and remote courses are rated among the best in the university system. Due to its strong school partnerships and carefully selected cooperating teachers, the GSE was the first NJ teacher preparation program able to offer candidates timely clinical experiences in spite of the pandemic.
Don’t miss this opportunity to secure your future and join the ranks of one of the most noble and needed professions in our nation. Contact email@example.com for information and how you can apply today.
The Graduate School of Education (GSE) at Rutgers University serves as the lead partner for all programs at Rutgers – New Brunswick that lead to an educational license through the New Jersey Department of Education. Our programs for educators are accredited by the Council for the Accreditation of Educator Preparation (CAEP). The School Counseling Program is accredited through Council for Accreditation of Counseling and Related Educational Programs (CACREP). Click here for more info about CAEP and CACREP accreditation at Rutgers.
Information about our programs can be found on the links below.
Values and Commitments for Educator Preparation
Through operational excellence and a strong, positive culture characterized by: A Diverse, Collaborative Community: of stakeholders comprising a diverse, inclusive, collaborative, and innovative community dedicated to achieving excellence and equity; trust and respect; effectiveness and responsiveness, and innovative practices to meet the needs of the field: the Rutgers University Educator Preparation Programs (RUEPP) aim to help candidates:
- Learn best practices for pedagogical content knowledge of subject areas
- 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;
- Gain the knowledge and skills of integrating technology and data literacy into instructional planning;
- Individualize and differentiate instruction based on the needs of students;
- Include ALL students and their diverse needs/experiences in learning across the K-12 experience;
- Be reflective practitioners; and
- Develop meaningful, asset-based relationships with the families and communities that they serve.
- 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.