Claim 1 Our candidates know the subject matter they plan to teach Claim 2 Our candidates demonstrate their pedagogical knowledge, integrating their understanding of their pupils’ developmental levels, individual differences, learning exceptionalities and sociocultural backgrounds. Claim 3 Our candidates demonstrate effective instruction, caring behavior and reflection to improve practice. Claim 4 Our candidates know and value how individuals are shaped by their life experiences as mediated by factors such as social class, gender, race, ethnicity, language, sexual orientation, age and social needs. Our candidates know, value and engage in culturally responsive teaching to promote social justice, particularly in our urban areas. Claim 5 Our candidates are able to use appropriate technology in carrying out their professional responsibilities.
Be Flexible Show enthusiasm Seek to be an active contributor to the experience Take the initiative and don’t depend only on others for direction Seek constructive criticism and accept it well Seek ways to contribute to the success of the school Show respect toward all school personnel, faculty, students Treat all conferences and classroom events with confidentiality Do not engage in gossip Learn and adhere to rules governing professional behavior Prepare thoroughly Reflect on practice Be punctual Dress professionally Three absences are permitted. Notify school, supervisor and CTPP After three absences, the days must be made up at the end of the internship
"Harassment, intimidation or bullying" means any gesture, any written, verbal or physical act, or any electronic communication, whether it be a single incident or a series of incidents, that is reasonably perceived as being motivated either by any actual or perceived characteristic, such as race, color, religion, ancestry, national origin, gender, sexual orientation, gender identity and expression, or a mental, physical or sensory handicap disability, or by any other distinguishing characteristic, that takes place on school property, at any school-sponsored function or on a school bus, or off school grounds as provided for in section 16 of P.L.2010, CHAPTER 122, that substantially disrupts or interferes with the orderly operation of the school or the rights of other students and that: a reasonable person should know, under the circumstances, will have the effect of physically or emotionally harming a student or damaging the student's property, or placing a student in reasonable fear of physical or emotional harm to his person or damage to his property; or has the effect of insulting or demeaning any student or group of students in such a way as to cause substantial disruption in, or substantial interference with, the orderly operation of the school; or creates a hostile educational environment for the student by interfering with a student’s education or by severely or pervasively causing physical or emotional harm to the student.
HARASSMENT, INTIMIDATION & BULLYING (HIB) New Jersey has been a leader in the establishment of a strong statutory, regulatory, policy and program framework to support the prevention, remediation and reporting of HIB in schools. Provided below are information and resources to aid schools in the establishment of HIB policies, the adoption of HIB program strategies, the implementation of proactive responses to HIB and the adoption of effective HIB reporting procedures. Resources Supporting the New Jersey Anti-Bullying Bill of Rights Other Resources Reports Data Collection Statutes Regulations Case Law Government Agencies Professional Associations Anti-bullying Bill of Rights Act Questions and Answers Anti-Bullying Bill of Rights Act P.L.2010, c.122 Guidance for Schools on Implementing the Anti-Bullying Bill of Rights Act
You will be assigned a university supervisor by your department chairperson. Your supervisor will contact you prior to observing and evaluating you in the classroom. Following the supervisor’s observation, he or she will conference with you, go over the evaluation and provide a copy of the on-line evaluation. Your supervisor will observe you on the average of every other week, submitting seven formative evaluations and a final or summative evaluation, indicating a pass or fail grade. Your cooperating teacher will submit an on line mid-semester evaluation and final evaluation. You should receive a copy of the two evaluations. Ask your supervisor to share with you the evaluation form they will be using.
How to view/print Internship Performance – For Students Purpose: This self-service page is for Students to view and print their internship performance for a specific term. Pre-requisites: Students can only view/print observations that are observed, recorded and submitted by Instructors. As soon as the Instructors submit the observation, it becomes available for Students to view and print. Only Students who are enrolled in the courses that exist in the list (Refer to Appendix) will be permitted to view and print their evaluations using the GothicNet system (through Self Service menu). Step 1: Navigate: Main Menu>Students>Student Self Service>Internship Performance
Step 2: Enter NJCU Assessment ID using prompt Value - INT_PER_ASSMNT) Step 3: Enter term using Term prompt Step 4: Click on Then select the appropriate observation number (observation1- observation7) from the search results to view. Note: In the search results, you will only see observations that are submitted by your Instructor. Note: In the search results, you will only see observations that are submitted by your Instructor
Step 5: Assessment ID, Student ID with Name, Term, Subject, Catalog Nbr, Class Nbr, Instructor ID with Name, Date Time submitted, Observation Number will be displayed at the top of the page.
Step 6: There are total 12 sections in the Assessment that are evaluated by your Instructor. You can scroll to the next section using the scroll bar as shown.
Step 7: Under each section, there are random number of criterion that are answered by your Instructor. To view your performance for each Criterion, please see “Performance Level” value.
Step 8: Few of the questions have answer type of Comments. You can view Comments entered by your Instructor as shown below.
Step 9: Please use “Print” button to print your Internship performance for the current observation. When you select this button, another window will pop up with the message “Processing…” and will change to “Click here to view Report”. You will be able to view/print your evaluation in PDF format.
Step 10: You may use “Return to Search” button at the bottom of the page to view/print another observation. The process of viewing/printing internship performance by student is complete. Appendix: List of subjects and catalog numbers – Internship courses ECE 1480 ECE 470 ECE 650 ECE 605 EDU 480 EDU 655 MCC 660 MCC 617 EDTC 655 ART 469 MDT 452 HLTH 411
Undergraduate Certification Applications - submitted in Undergraduate Clearance office The Office of Undergraduate Clearance will forward the UG certification applications to the CTPP in: January, June and August. In the event of a grade or transcript adjustment, applications are delivered to the CTPP when the requested change has been updated. Please note that the dates for application delivery are decided by the Office of Undergraduate Clearance each semester. Graduate Certification Applications - submitted in the CTPP department Certification applications may be picked up or submitted in the CTPP daily between 8:30 am and 5 pm. The cover page of the application packet fully explains the process and provides contact information for any questions you may have. Please be advised that incomplete applications are not accepted. Pending approval, your application will be forwarded to the state and an e-mail will be sent to you using the contact information provided on your certification application. Applications will be forwarded to the state for final processing. An e-mail will be sent to the applicant to provide updated application information. Finally, to avoid processing delays, be sure to complete the application in full, attach all required documents and verify that there are no holds on your records preventing access to your transcripts.
Please allow TWO - THREE full months for processing Applications begin processing at the end of each month. For example, an application submitted on the 1 st of the month to the CTPP will begin to be processed on the last weekday of the month. PLEASE KEEP IN MIND MAY graduate – The grades will not post to the official transcript until end of June DECEMBER graduate- The grades will not be posted to the official transcript until end of January The CTPP cannot begin to process your certification application if: - Paperwork is incomplete -Final grades have not been posted to the official transcript - If there is a hold on your transcript ( reasons: Change of grade, financial hold etc…) Pending approval, your application will be forwarded to the state and an e-mail will be sent to you using the contact information provided on your certification application.
Fall 2013 Internship meets Every day ( September 9-December 20 ) Absence Form & Policy Internship students are allowed to be absent three times Acceptable reasons for absences are for illness or death in the family If you are going to be absent you must: 1- Inform the school 2-Call the supervisor 3-Fill out a student absence form located on the CTPP website
Request to Withdraw Form If you plan to withdraw you must fill out this form and submit it to the CTPP Please be aware of the Registrar’s dates and deadlines to withdraw officially from the semester Special Case Report Form Should the supervisor & the cooperative teacher feel that you require improvement during your internship, a meeting will be initiated with you to discuss the areas where you may require assistance. The form will create an intervention plan
Students will be given two opportunities to be successful in the internship. This applies whether the two opportunities take place in the same semester or two. The timeline for the second placement will be determined by the department chairperson and director of the CTPP. If the second opportunity takes place in a subsequent semester, a new application must be submitted to the CTPP. The student will be responsible for paying the internship tuition, any co-requisite courses needed as well as the internship fee of $150. All Policies and forms can be viewed on the CTPP website www.njcu.edu/coe/ctpp
1. Subject Matter Knowledge. Teachers shall understand the central concepts, tools of inquiry, structures of the discipline, especially as they relate to the Common Core State Standards, and design developmentally appropriate learning experiences making the subject matter accessible and meaningful to all students. 2. Human Growth and Development. Teachers shall understand how children and adolescents develop and learn in a variety of school, family, and community contexts and provide opportunities that support their intellectual, social, emotional, and physical development. 3. Diverse Learners. Teachers shall understand the practice of culturally responsive teaching. 4. Instructional Planning and Strategies. Teachers shall understand instructional planning, design long- and short-term plans based upon knowledge of subject matter, students, community, and curriculum goals, and shall employ a variety of developmentally appropriate strategies in order to promote critical thinking, problem solving and the performance skills of all learners. 5. Assessment. Teachers shall understand and use multiple assessment strategies and interpret results to evaluate and promote student learning and to modify instruction in order to foster the continuous development of students.
6. Learning Environment. Teachers shall understand individual and group motivation and behavior and shall create a supportive, safe and respectful learning environment that encourages positive social interaction, active engagement in learning and self-motivation. 7. Special Needs. Teachers shall adapt and modify instruction to accommodate the special learning needs of all students. 8. Communication. Teachers shall use knowledge of effective verbal, nonverbal and written communication techniques and the tools of information literacy to foster the use of inquiry, collaboration and supportive interactions. 9. Collaboration and Partnerships. Teachers shall build relationships with parents, guardians, families and agencies in the larger community to support students’ learning and well-being. 10. Professional Development. Teachers shall participate as active, responsible members of the professional community, engaging in a wide range of reflective practices, pursuing opportunities to grow professionally and establishing collegial relationships to enhance the teaching and learning process. 11. Ethics: Professional Responsibility: Teachers shall act in accordance with legal and ethical responsibilities and shall use integrity and fairness to promote the success of all students.
12.Teachers know and understand: Their professional responsibilities as reflected in constitutional provisions, statutes, regulations, policies. Recognize that an educator’s actions reflect on the status and substance of the profession. Dealing with students justly and considerately; and not engaging in any conduct contrary to sound professional practice; working cooperatively and productively with colleagues and parents to provide a safe, healthy, and emotionally protective learning environment. Maintain the confidentiality of information concerning students obtained in the proper course of the educational process and dispense such information only when prescribed or directed by federal and or state statues; Foster and maintain a school environment which protects students from sexually, physically, verbally, or emotionally harassing behavior by recognizing, understanding, and conducting themselves in a sound and professionally responsible manner.