Stockton's Teacher Education Program prepares novice teachers to be competent in both subject matter pedagogical skills, as well as to be caring practitioners in diverse and technologically rich environments.

The program is a fieldwork-intensive program requiring candidates to spend 230 hours in public schools prior to the full-time student-teaching semester. Field experiences/clinical practice (including Student Teaching) are coordinated and organized by the School of Education. Students complete certification requirements either in conjunction with or following the completion of a first bachelor’s degree in the liberal arts or other major.

If you have already earned a bachelor's degree with 60 credits in liberal arts and sciences, you may major in education to earn a second / post-baccalaureate degree at Stockton.

All teacher education candidates must meet or exceed current New Jersey code, requiring a 3.0 GPA.  Students must complete the Basic Skills Competency (applicable as of 1/1/2025):

Reading & Writing: W1* (3 or more credits) with B- or better (*FRST 1101 & 1002 do not qualify) OR Praxis Core Reading (#5713) and Praxis Core Writing (#5723) based on current state cut-off score OR equivalent SAT/ACT
Mathematics: Q1* (3 or more credits) with B- or better (*FRST 1102, 1103, & 2310 or GNM 1124 do not qualify) OR Praxis Core Mathematics (#5733) based on current state cut-off score OR
equivalent SAT/ACT

Curriculum

BA in Teacher Education- This option is for a student who already holds a BA/BS degree and wishes to earn teacher certification. This degree can also be combined with any other degree on campus that is not listed above. See School of Education for more information.

Learning Outcomes

The TEDU program expects that our novice teachers:

• Demonstrate a thorough competence in their content area and including the ability to draw upon content knowledge when planning and implementing instruction.
• Understand and integrate appropriate planning, assessment, planning and instructional strategies in engaging ways.
• Recognize the diverse needs of the learner by establishing a positive supportive learning environment and utilizing varied teaching strategies that meet the needs of all learners.
• Demonstrate professional responsibility by engaging in self-reflective practices and collaboration.