About

Your course sequence consists of three major clusters detailed below.  These areas ensure our teacher education candidates have rigorous preparation in educational foundations and content planning and teaching along with extensive experience in the field.  In addition to course enrollment, there are Praxis, edTPA, dispositional, and observational requirements.  There are nine primary courses. Each course has been approved by the Rutgers University-Newark course of study committee.

1) Educational Foundations (Cluster I)

Only teacher candidates who have been accepted into the Urban Secondary Education program are allowed to advance in the program

Fall & Spring Semesters:

  • Social Foundations of Urban Education (21:300:292; 3 credits)
  • Child and Adolescent Psychology and the Urban Experience (21:300:295; 3 credits)
  • Educational Planning for Dually Exceptional Students (21:300:298; 3 credits)
  • Jump Start Seminar (21:300:090; 1 credit)*

*This course is for those who did not get exception from their SAT/ACT scores for Praxis Core

2) Curriculum & Pedagogy (Cluster II)

Teacher candidates are screened to ensure they meet the entry requirements for clinical courses.

Fall Semester: Content Planning and Teaching I (1 course)

Students enroll in the course that matches their subject area.  These courses also have a field experience attached.  Select one:

  • Math Content Planning and Teaching in the Urban Classroom I (21:300:450; 3 credits)
  • English Content Planning and Teaching in the Urban Classroom I (21:300:452; 3 credits)
  • Sciences and Technology Content Planning and Teaching in the Urban Classroom I (21:300:454; 3 credits)
  • Social Studies Content Planning and Teaching in the Urban Classroom I (21:300:456; 3 credits)
  • Foreign Language Content Planning and Teaching in the Urban Classroom I (21:300:458; 3 credits)

Spring Semester: Content Planning and Teaching II (2 courses)

Students enroll in the course that matches their subject area.  This course also has a field experience attached.  Select one:

  • Math Content Planning and Teaching in the Urban Classroom II (21:300:451; 3 credits)
  • English Content Planning and Teaching in the Urban Classroom II (21:300:452; 3 credits)
  • Sciences and Technology Content Planning and Teaching in the Urban Classroom II (21:300:455; 3 credits)
  • Social Studies Content Planning and Teaching in the Urban Classroom II (21:300:457; 3 credits)
  • Foreign Language Content Planning and Teaching in the Urban Classroom II (21:300:459; 3 credits)

In addition to the content planning and teaching sequence, all students will enroll in and select

  • Culturally Responsive Assessment and Evaluation (21:300:390/NJIT ESTS 390; 3 credits)

 

3) Clinical Experiences (Cluster III)

Teacher candidates are eligible to be recommended for NJ teacher certification after the successful completion of all nine courses with a minimum grade of B in each, all requirements for Clinical II seminar and Clinical II Field Experience, as well as submission of passing Praxis II score and edTPA.

Fall Semester (3 courses)

  • Clinical Practice I Seminar (21:300:418; 3 credits)
  • Clinical Practice I (21:300:419; 3 credits)
  • Seminar in Critical Writing (21:300:378; 1 credit)

Spring Semester (2 courses)

  • Clinical Practice II Seminar (21:300:487; 3 credits)
  • Clinical Practice II (21:300:488; 9 credits)

 

Course Descriptions and Guidelines

There are three courses in Cluster I. These courses are open to all undergraduate and graduate students. Social Foundations of Urban Education is the “gateway” course: students apply to UTEP either while enrolled in this course or after completing the course. 

21:300:292-Social Foundations in Urban Education (3 credits)

This course examines the relationship between schools and society. Through an exploration of the scholarly field of social foundations (history, philosophy, and sociology of education) students explore the dynamic interaction between dominant ideology, political economy, and changes in American public schooling since its inception.  Special attention is given to the ideal relationship between democracy and urban schooling.  Students complete twenty hours of field experience, including a minimum of six hours with the Abbott Leadership Institute. 

Prerequisite: A minimum of a B in two English composition courses (101 and 102)

21:300:295-Child and Adolescent Psychology and the Urban Experience (3 credits)

This course is designed to familiarize students with children’s physical, cognitive, language, social and emotional development in relation to their learning from infancy through adolescence. Students will gain knowledge of child and adolescent development theories and research and build an understanding of how they impact learning.

21:300:298 Educational Planning for Dually Exceptional Students (3 concurrent one-credit courses)

In past years, this course examined the complexities of teaching and learning in urban schools, as well as how urban schools throughout the United States can be structurally and pedagogically transformed.  The course provided an overview of a wide range of topics related to how students learn, in an attempt to ensure that teacher candidates tailor instruction and management strategies to impact effective student learning. The complexities of teaching and learning in today’s urban classrooms including the great diversity of race, ethnicity, social class, language use, gender, sexual orientation, and ability among students were discussed.  The course concluded by examining how learning can be pedagogically transformed via the adept manipulation of the curriculum, differentiation, and the implementation of effective instructional strategies. 

There are four courses in Cluster II. Only accepted teacher candidates can advance beyond Cluster I. 

21:300:390-Culturally Responsive Assessment and Evaluation (3 credits)

This course uses a culturally and historically responsive framework to examine concepts related to educational evaluation, including methods of data gathering, interpretations of data, and aligning learning goals with the purposes of justice and equity. The course provides teacher candidates with the knowledge and tools of evaluation necessary to become proactive gatherers and users of data to plan and to improve instruction. Through this course, teacher candidates interrogate the various types of evaluations, how they are developed, administered, and analyzed, as well as their appropriate uses for the classroom. This course enables teacher candidates to organize, carry out, and monitor activities such as planning and providing instruction, determining students’ achievements, grading, lesson planning, and improvement of student learning. In addition, it provides teacher candidates with a full understanding of the role of teachers in carrying out culturally responsive evaluation and introduces practical strategies for using various types of evaluations that provide valid and reliable information needed for a wide range of needs such as student progress, summative grading, district and statewide tests, and national and international measures of achievement.

Each of the following courses is divided into two sections: a general seminar and a content specific seminar for each area of certification. Students enroll in both the general seminar and the content specific seminar matching their intended area of certification. 

21:300:45X-[Subject Area] Content Planning and Teaching in the Urban Classroom I (3 credits)

21:300:45X-[Subject Area] Content Planning and Teaching in the Urban Classroom II (3 credits)

 

NOTE: Only teacher candidates with a Passing PRAXIS II score on file and who have met all clinical entry requirements are permitted to advance into Cluster IV: Clinical Courses.

There are four courses in Cluster III. The clinical courses form a one school-year (September-May) residency program. Teacher candidates experience instructional directions and daily school routines under the supervision of an identified cooperating teacher (CT), university-provided content specialist (CSE) and university clinical instructor (C4E) in an accredited school within Newark Public Schools or Jersey City Public Schools. Clinical I: Practicum Seminar and Clinical I: Practicum Experience are taken concurrently in the fall semester only.  Clinical II: Student Teaching Seminar and Clinical II: Student Teaching Experience are taken concurrently in the spring semester only. During the winter session between Clinical I: practicum and Clinical II: student teaching, a two-week seminar takes place in Liberty Science Center and Rutgers University, Newark. As part of the residency program, teacher candidates will participate in the Multiple Evaluations of Teaching Activities. The META cycleis a cycle of review, evaluation and feedback for teacher candidates. During the cycle within the field experience, six formative evaluations will occur as well as a final summative evaluation.   

Upon successful completion of the above courses, a capstone project (POWER portfolio and edTPA and participation in the Great Urban Teacher Symposium: Portfolio Exhibition (GUTS), teacher candidates are eligible for NJ Teacher Certification for Secondary Education.

 

21:300:418 Clinical Practice I Seminar (3 credit) fall semester only

In a student-centered, differentiated environment, teacher candidates create and become a part of a professional learning community. In this learning community teacher candidates investigate and practice the process of planning, instructing and engaging students in learning, assessment of student learningreflecting on the teaching process and sharing and reviewing research-based best teaching practices. Using field experiences as a basis, this course explores the process of teaching effectively and addressing the needs of a variety of learners in the urban setting. During the semester, teacher candidates begin to design their POWER portfolio and collect edTPA artifacts for submission at the end of the semester. 

21:300:419 Clinical Practice I (3 credits) fall semester only

Teacher candidates are assigned to a school site in the Newark Public Schools or Jersey City Public Schools for their field experience starting in September. Candidates complete a minimum of 170 hours (starting 2016) of on-site activities including observing and assisting the cooperating teacher (CT), writing and implementing daily lessons and/or implementation of units of study, and other activities as required by the Clinical I instructor. These activities must be documented (maintained in a journal/log) by the teacher candidate for submission at the end of the semester. During the course of the semester, teacher candidates are responsible for coordinating and scheduling CT, University Supervisor, and Subject Area Specialists’ observations/evaluations. Teacher candidates undergo at least 3 formal clinical evaluations of their teaching to be completed by their CTs and university supervisors.

21:300:487 Clinical Practice II Seminar (3 credits) spring semester only

Through the systematic and collaborative examination of the art and science of teaching, student teacher candidates engage in gathering knowledge and skills that reflect and enhance best practices in curricula development, student learning and assessment, and teacher professional development. Having successfully completed Clinical I: Practicum Seminar and Field courses, student teacher candidates further engage in amassing and developing pedagogical knowledge, content knowledge, and pedagogical content knowledge and concomitant skills. During the semester, teacher candidates continue to design their POWER portfolio and collect edTPA artifacts for submission at the end of the semester.  

Through the cyclical process of planning lessons, peer observation and critique of lesson implementation, and reflection on and revision of lessons, student teacher candidates learn from teaching to have a more accurate understanding of how subject matter content is taught and learned, and be able to more readily identify, collect, analyze, and use multiple and varied forms of data to assess student learning. Student teacher candidates are immersed in and see modeled the very practices that many teachers are being asked to use. At the end of the semester, teacher candidates submit their POWER portfolio and edTPA artifacts for external grading. Additionally, at the end of the semester, all teacher candidates participate in the Great Urban Teacher Symposium (GUTS): Portfolio Exhibition. In the context of this exhibition, student teacher candidates demonstrate, through the careful selection, analysis, and description of portfolio artifacts, thorough knowledge and understanding of each of UTEP’s SUPER6 Principles.

21:300:488 Clinical Practice II (9 credits) spring semester only

Student teacher candidates are in their assigned school placement full-time as per the established district calendar and school-day schedule of their assigned Cooperating Teacher (CT). All on-site activities – observations of the CT, peer observations, implementation of daily lessons, implementation of longer units of study, and other activities as required by the Clinical II instructor – must be documented (maintained in an annotated journal/log) by the student teacher candidate for submission at the end of the semester. During the course of the semester, student teacher candidates are responsible for coordinating and scheduling CT, University Supervisor, and Subject Area Specialists’ observations/evaluations. 

Accordion Label
Program Guidelines
Accordion Content
  • Early Termination of the Urban Secondary Education Program: Teacher candidates may be terminated from the Urban Secondary Education Program for exhibiting unprofessional behavior, and/or for violating the Rutgers University Code of Student Conduct on or off-campus.    

  • Students must achieve minimum of a B in all of the Urban Secondary Education Program courses.

  • There is a culture course requirement that involves the study of a culture other than the student’s own represented by the urban schoolchildren of New Jersey.

  • Plan your course of study early

  • Clusters I and II courses require observation hours outside of class.

  • Before taking Clinical I students must take the PRAXIS II in their content area. Information about the PRAXIS II test is located on the ETS New Jersey Test Requirements Page

  • Prior to taking Clinical II students must pass the PRAXIS II in their content area.

  • Complete all Urban Secondary Education Program courses before filing for graduation.