This Post-Baccalaureate Elementary Education Teacher Certification Program is designed for college graduates seeking initial teacher certification in Elementary (K-6), Kindergarten through Grade 6. The streamlined, rigorous, and sequential program of professional teacher preparation studies combines theory, research, field experience, and practice. It is designed for part-time students who take one or two late afternoon/evening courses per semester. The clinical experience (student teaching and seminar) at the end of the program requires full-time enrollment for one semester.
The course work in this program may be applied toward completion of the 30-credit Master of Arts in Teaching (MAT).
The Post-Baccalaureate Elementary K-6 Teacher Certification Program is a 21-graduate credit program requiring four courses taken in late afternoons/evenings followed by a semester of full-time student teaching.
- Elementary (K-6)
Kathleen M. Pierce, Ph.D.
Professor & Director of Post-Baccalaureate Teacher Certification/Master of Arts in Teaching (MAT) Programs
Bierenbaum Fisher Hall 202
Associated Department: Department of Graduate Education, Leadership, and Counseling
Elementary Certificate (K-6) Requirements
|CURR 700||Educational Foundations for Inclusive Practices||3|
|CURR 702||Early Literacy Development for Diverse Learners||3|
|CURR 710||Math Methods for the Inclusive Elementary Classroom||3|
|CURR 715||Inclusive Elementary Science, Arts, & Social Studies Teaching||3|
|CURR 770||Clinical Experience and Seminar in Teaching||9|
|or CURR 771||Supervised Clinical Experience in Teaching|
Additional requirements for completion
Courses and Descriptions
CURR 700 Educational Foundations for Inclusive Practices 3 Credits
This course provides psychological and interdisciplinary perspectives on teaching and learning. Within the theme of optimal development of creative intelligence, and in concordance with important NJ and national professional standards, candidates will use these perspectives to begin their career-long processes of reflective professional development. More specifically, the course develops knowledge, skills, and dispositions pertinent to (a) child and adolescent development, (b) learning theories, (c) learner diversity, (d) classroom management, (e) career readiness skills, (f) philosophical and historical perspectives on education, (g) sociocontextual and interdisciplinary influences on education, and (h) higher-order, creative and critical thinking. The emphases on student development and learner diversity entail in-depth investigation of the following subtopics: the philosophical, legal, and historical foundations of special education; the characteristics of students with disabilities and learning strengths; inclusive practices; professional partnerships for support of diverse learners; and strategies for modification of curriculum content and materials aligned to NJ Student Learning Standards, learning environments and processes.
CURR 702 Early Literacy Development for Diverse Learners 3 Credits
This course addresses current strategies for teaching beginning learners’ vocabulary, comprehension, composition, and language study. It addresses strategies for the development of literacy for all learners ranging from the gifted and talented to those with learning disabilities or other special needs. The course develops proficiency with the management of literacy instruction for content areas in general education in preschool and primary grades and planning aligns with NJ Student Learning Standards. It provides candidates with the pedagogical literacy proficiency necessary for the development of their students’ career readiness skills (employability skills, employment readiness through enhanced literacy capacities). Field experiences include observation and interaction in classes focusing on literacy instruction in inclusive classrooms.
Prerequisite(s): CURR 700.
CURR 710 Math Methods for the Inclusive Elementary Classroom 3 Credits
This course introduces candidates to effective mathematics instruction based on learning trajectories of diverse learners in preschool and elementary classrooms. In alignment with NAEYC and NCTM and NJ Student Learning standards, emphasis is placed on planning and implementing an inquiry-based approach with hands-on experiences, use of technology, and traditional and non-traditional assessment strategies. Students also explore positive models of classroom management and environment design to support diverse learning needs. The course provides candidates with the pedagogical proficiency necessary for the development of the mathematical dimensions of their students’ career readiness skills. Field experiences consist of classroom observations with instructional analysis and assessment of children’s mathematical thinking.
CURR 715 Inclusive Elementary Science, Arts, & Social Studies Teaching 3 Credits
This course provides aspiring elementary school teachers with a variety of developmentally appropriate options for designing, implementing, and evaluating curriculum and instruction in science, social studies, and the arts. Using NJ Student Learning Standards, emphasis is placed on inclusive practices and differentiation of instruction (e.g., modifying curriculum planning, learning environments, and instructional materials, content, processes, and products), curriculum integration, thematic unit and lesson planning, various teaching strategies, hands-on learning experiences, inquiry learning, career readiness skills, higher-order thinking, reflective practice, and various assessment strategies. Other facets of teaching also are addressed or reviewed in the course. These include the characteristics and needs of students with disabilities motivation, classroom management, and becoming a team member of a school faculty. Candidates also refine their pedagogical knowledge and skills by participating in the modification of instruction to meet the needs of diverse learners in nearby school settings.
CURR 770 Clinical Experience and Seminar in Teaching 9 Credits
This course, designed for those seeking teacher initial certification, requires full-time supervised daily participation in a school setting with diverse students including students with disabilities. These experiences test and strengthen the translation of educational theory and research into meaningful teaching practice. On-campus or site-based seminar accompany the clinical experience and emphasize the reflective development toward professionalism through sharing and analyses of how to support the learning needs of diverse students and connecting clinical experiences with content knowledge and pedagogical knowledge from prior course work. The clinical experience is augmented with a series of additional seminars that include the following: introductory/orientation seminars prior to the beginning of the semester; strategies for designing inclusive education practices and positive behavioral supports, assistive technology for diverse learners, transition planning; classroom management strategies; awareness of methods for strengthening student achievement and career readiness.
CURR 771 Supervised Clinical Experience in Teaching 9 Credits
The Supervised Clinical Experience in Teaching is available only to candidates seeking initial teacher certification and who currently work full-time teaching. Candidates may apply to the program for Supervised Clinical Experience in Teaching by providing evidence of successful, full-time teaching experience, planning, and evaluation. Once approved, candidates continue teaching within the appropriate certification area and under university supervision for a semester. On-campus or site-based seminar accompany the clinical experience and emphasize the reflective development toward professionalism through sharing and analyses of how to support the learning needs of diverse students and connecting clinical experiences with content knowledge and pedagogical knowledge from prior course work. The clinical experience is augmented with a series of additional seminars that include the following: introductory/orientation seminars prior to the beginning of the semester; strategies for designing inclusive education practices and positive behavioral supports, assistive technology for diverse learners, transition planning; classroom management strategies; awareness of methods for strengthening student achievement and career readiness.