• What are the requirements for entry/matriculation into Ramapo College’s Teacher Education & Certification Program?

All students must meet the full admission standards set forth by Ramapo College of New Jersey. These requirements include the payments of all necessary fees and deposits, submission of all required transcripts, and any other College requirements that may apply. For more details, consult the Office of Admissions website at https://www.ramapo.edu/admissions/.

Additionally, all students must meet the following criteria to be eligible for entrance into the Teacher Education and Certification Program:

1. Enroll in the Bachelor of Science in Elementary Education Major program or select a liberal arts major with Education as a concentration. Those who already hold a bachelor’s degree may enroll in the RCNJ Teacher Education and Certification Program as a post‐baccalaureate.
2. Establish (and maintain) a minimum 3.0 GPA (as of September 1, 2014). This GPA must be visible on a Ramapo College of New Jersey transcript. All students (including transfer students) wishing to enter the program must be enrolled at Ramapo College for at least one (1) semester and in at least one (1) course in order to establish a Ramapo College GPA. It is important to note that although transfer credits are accepted, a transfer GPA is NOT accepted for program admission consideration.
3. Take and satisfy the current State‐mandated Basic Skills Requirement for teacher candidates: The Praxis Core Academic Skills for Educators tests or achieve a passing score on an acceptable alternative standardized assessment equivalent. Please see Appendix A.

*IMPORTANT! Please be aware that the New Jersey Department of Education continuously updates state licensure code that impacts requirements such as Praxis tests, teacher performance assessments, candidate GPA, fieldwork/clinical hours, and content‐area coursework. Therefore, please be sure to check with the RCNJ Teacher Education and Certification Program for the most current information on appropriate test(s) and scores. It is advised that the appropriate basic skills examination be taken and passed early and well before application to the program.

• What are the procedures for entry into Ramapo College’s Teacher Education & Certification Program?

Students interested in joining the Teacher Education and Certification Program at Ramapo College of New Jersey should reach out to the Teacher Education Program Assistant, Ms. Jessica Drukker, to receive initial program entry information. Once initial information is reviewed, students must schedule an appointment with either Ms. Joanne Caselli, Certification Officer, or Dr. Brian Chinni, Assistant Dean of Teacher Education, to discuss program entry, progression, and completion requirements. Once this initial meeting has been held, students must visit https://ted.ramapo.edu/, log in using their Ramapo credentials, and submit an application. Please see Appendix B.

• What additional costs aside from tuition will I incur as I work toward earning my initial teacher certification in New Jersey?

• Who should I contact with questions regarding program entry?

• What are the requirements for progression once matriculated in Ramapo College’s Teacher Education & Certification Program?

Candidates must maintain a minimum cumulative GPA of 3.00, complete all required coursework, and achieve the minimum benchmark scores on all Teacher Education & Certification Program signature assessments. Please see Appendices C-E for required coursework, as well as the Assessment section of this handbook for a list of signature assessments and their required benchmark scores.

• What courses are required as a teacher candidate enrolled in the undergraduate Elementary Education Major?

Please see Appendix C.

• What courses are required as a teacher candidate enrolled in the undergraduate or post-baccalaureate Elementary Education Certification Program?

Please see Appendix D.

• What courses are required as a teacher candidate enrolled in the undergraduate or post-baccalaureate Content/Subject Area Certification Program?

Please see Appendix E.

• What courses are required as a teacher candidate enrolled in the undergraduate Elementary Education Major and the Master of Arts in Special Education (4+1) Program?

Please see Appendix F.

• What courses are required as a teacher candidate enrolled in the undergraduate or post-baccalaureate Content/Subject Area Certification Program and the Master of Arts in Special Education (4+1) Program?

Please see Appendix G.

• Who should I contact with questions regarding program/course requirements and registration?

Please contact your Teacher Education advisor first. If additional support is needed, you may contact:

• What are the requirements for exit from Ramapo College’s Teacher Education & Certification Program?

In order to officially complete the Teacher Education & Certification Program, students must complete all required education coursework as outlined in Appendices C-E. Additionally, students must hold a minimum 3.0 cumulative GPA and have completed all required content area courses and exams for their selected certification area, including the Praxis and edTPA. Undergraduate students must also meet all requirements for graduation with their selected major. Please see the College Graduation Requirements section below.

• What are the procedures for exit from Ramapo College’s Teacher Education & Certification Program?

Throughout the Clinical Practice year, students will receive guidance on how and when to submit proof of completion of requirements for exit from the program. It is crucial that undergraduate students submit a completed Graduation Application to the Office of the Registrar by the posted deadline for the semester in which they plan to graduate.

• Who should I contact with questions regarding program completion/exit requirements?

Please contact your Teacher Education advisor first. If additional support is needed, you may contact:

• What are the requirements for graduation at Ramapo College?

Credit and Grade Point Requirements:

• Students must complete a minimum of 128 graduation credits to be eligible for a degree. (Transfer students should note all residency requirements outlined in the College Catalog.) Identical courses (which have the same course identification number) taken more than one time count only once toward graduation credit. Transfer students should refer to their transfer evaluation to ensure they do not repeat a course which has already transferred. Courses numbered below 100 do not count toward the graduation credit requirement.
• Students must have a 2.0 cumulative grade point average (GPA) as well as a 2.0 GPA. in their major and second major and/or minor to be eligible for a degree. All courses taken at Ramapo College (including those numbered below 100) apply to the GPA whether for graduation credit or not. Transferred course work does not count in the GPA at Ramapo College.

School Core Requirements:

• Students must affiliate with one of the College’s five Schools:
  • School of Humanities and Global Studies
  • Anisfield School of Business
  • School of Contemporary Arts
  • School of Social Science and Human Services
  • School of Theoretical and Applied Science
• Each School requires students who declare one of its majors to complete a core program which emphasizes the School’s theme and provides a context for later work in the major. The core programs vary in the number of credits required. Required School core courses also may fulfill General Education requirements. Students completing a minor outside of the School of their major are not required to complete the core program of the School of their minor.
• All students must complete the College General Education Program:
  • See the General Education page: https://www.ramapo.edu/catalog-2023-2024/general-education/
• All students complete an academic major:
  • Each student must complete a major program of study. The College offers 40 traditional and interdisciplinary majors. Some majors require study in a concentration, which specializes in a particular sub-field of the major.
  • Courses fulfilling the requirements for the primary major may count to fulfill requirements of the secondary major or minor but may not exceed one-half of the credits required in the secondary major or minor.
  • A detailed description of majors and their requirements can be found at Academic Units: https://www.ramapo.edu/catalog-2023-2024/
• For detailed information about College graduation requirements see:
  • https://www.ramapo.edu/catalog-2023-2024/grad-requirements/
• What are the procedures for graduation at Ramapo College?
  • Detailed procedures for graduation can be found through the Registrar’s Office: https://www.ramapo.edu/registrar/graduation-commencement
• Who should I contact with questions regarding graduation?

Email: registrar@ramapo.edu

• How do I find out who my advisor is?

Your assigned academic advisor can be identified by accessing your Network in Connect:

https://www.ramapo.edu/myadvisor/

Your Teacher Education & Certification Program advisor is assigned after you are admitted to the program, and their name can be found in your TED account.

• When do I need to meet with my advisor and why?

Students should meet with their advisors prior to the start of registration each semester in order to review progress and plan for the upcoming semesters. It is especially crucial because many courses within the Teacher Education & Certification Program with fieldwork placements require special permission from the Program in order to register.

• How do I contact my advisor?

Students may contact their advisor via email or telephone, though email is often a more efficient way to get in touch. Your advisor’s contact information may be found in Connect or by checking the Ramapo College Faculty and Staff Directory: https://web.ramapo.edu/phone/

If students require assistance identifying their advisor(s) or need additional help, they may also contact:

• What certification/endorsement options does Ramapo College’s Teacher Education & Certification Program offer?

The Ramapo College Teacher Education Program offers certification in Elementary (K-6) and Content Area Certifications in:

• Art
• Biology
• Business
• Chemistry
• Earth Science
• English
• French
• Italian
• Mathematics
• Music
• Physical Education/Health
• Physical Science
• Physics
• Psychology
• Social Studies
• Spanish
• Speech Arts and Dramatics

• What are the certification requirements of my specific content/subject area?

To view the specific requirements to be certified in one of the areas listed above, visit Appendix E

• What are the procedures for applying for certification through Ramapo College’s Teacher Education & Certification Program?

Students complete application paperwork for certification during their final Clinical Practice semester. Upon successful completion of Clinical Practice, degree conferral, and verification of having met all current requirements of Ramapo College for Program Completion and of the New Jersey Department of Education for certification, students are recommended for certification by the Certification Officer. Teacher certifications are issued by the New Jersey Department of Education, and can be accessed online on the NJ DOE website.

Current timelines and documentation are provided to students prior to and during Clinical Practice to ensure that the certification process is as smooth and efficient as possible.

• Who should I contact with questions regarding teacher certification?

• What is the MASE 4+1 Dual Certification program?

The MASE 4+1 Dual Certification program offers students the option of a five-year integrated undergraduate and graduate program that prepares them to be both elementary or secondary content area teachers, as well as teachers of students with special needs. The MASE 4+1 Dual Certification program option is ideal for students who are specifically interested in:

• the academic rigor and opportunity to achieve:
  • a Bachelor of Science in Elementary Education (BSEE) and Master of Arts in Special Education (MASE) degree in just five years; or
  • a bachelor’s degree in a Content Area aligned with Secondary Certification and Master of Arts in Special Education (MASE) degree in just five years; and
• obtaining either:
  • NJ Elementary (K-6) Certificate of Eligibility with Advanced Standing (CEAS) and NJ Teacher of Students with Disabilities Endorsement; or
  • NJ Subject Area (K-12) Certificate of Eligibility with Advanced Standing (CEAS) and NJ Teacher of Students with Disabilities Endorsement.

• What are the requirements of the MASE 4+1 Dual Certification program?

The MASE 4+1 Dual Certification program requirements consist of both coursework, distinct course-aligned clinical experiences and a full-year clinical practice internship in a variety of both inclusive and special education school settings.  Required courses and clinical internships may be taken during the traditional fall and spring semesters, summer sessions I and II, winter session and online. Please see the College’s Academic Calendar.

Students who enroll in the MASE 4+1 program complete all of the required Teacher Education & Certification Program and MASE coursework and clinical internship during just five years. However, three (3) graduate-level courses are completed during Years 3 and 4 of the undergraduate experience and, therefore, 12 credits are applied as dual undergraduate and graduate credit to both degrees. The table below provides details regarding these integrated dual credit courses:

The fourth year of the student’s academic program is a modified cohort model which also requires:

• Fall Semester– completion of the part-time Clinical Practice I internship (180 hours) and co-requisite methods courses
• Spring Semester– completion of the full-time Clinical Practice II internship (525 hours) and co-requisite Capstone Seminar

For additional information regarding the NJ Elementary K-6 Certificate of Eligibility with Advanced Standing requirements, please visit NJDOE K-6 Elementary CEAS.

For additional information regarding the NJ Subject Area K-12 Certificate of Eligibility with Advanced Standing requirements, please visit NJDOE K-12 Subject Area CEAS.

For additional information regarding the Teacher of Students with Disabilities Certificate of Eligibility with Advanced Standing requirements, please visit NJDOE Teacher of Students with Disabilities CEAS.

Completion of the above program is noted on the student’s official Ramapo College of NJ transcripts. Guidance is provided for students to successfully apply to the State of New Jersey for the appropriate Certificate of Eligibility with Advanced Standing.

See Full Program Requirements – Teacher Education Program

See Full Program Requirements – Master of Arts in Special Education (MASE)

• How do I enroll in the MASE 4+1 Dual Certification program?

Prospective MASE 4+1 students are strongly encouraged to consult with Dr. Julie Good, MASE/MASE 4+1 Program Director (201-684-7246) prior to enrollment in or application to this program.

Students interested in enrolling in the MASE program in the 4+1 track should complete the College’s Declaration Form.

• What does the MASE 4+1 Dual Certification program curriculum consist of?

*Please note that the following is subject to change based on individual advising

Double counting courses taken during undergraduate curriculum

EDSP 610 – HOME SCHOOL AND COMMUNITY FOR DIVERSE LEARNERS (4 Credits)

EDSP 615 – LANGUAGE, LITERACY AND LEARNING IN A DIVERSE SETTING (4 Credits)

EDSP 620 – IMPLEMENTATION OF PROFESSIONAL SKILLS (FIELD COMPONENT) (4 Credits)

Summer I – 6 credits (Graduate level)

EDSP 630 – INTERDISCIPLINARY STUDIES IN A DIVERSE CLASSROOM (4 Credits)

EDSP 705 – THESIS SEMINAR (2 Credits)

Summer II – 4 credits (Graduate level)

EDSP 635 – INCLUSION (4 Credits)

Fall – 7 credits (Graduate level)

EDSP 625 – SCHOOL BASED ASSESSMENT AND IMPLEMENTING DATA DRIVEN (4 Credits)

EDSP 720 – CAPSTONE RESEARCH PROJECT I (3 credits)

Spring – 7 credits (Graduate level)

EDSP 640 – ASSISTIVE TECHNOLOGY (4 Credits)

EDSP 725 – CAPSTONE RESEARCH PROJECT II (3 Credits)

Curriculum Plan: 4+1 Elementary Education BS and Special Education MA

**Curriculum maps and course offerings subject to change

• Who should I contact with questions regarding the MASE 4+1 Dual Certification program?

Praxis Core Academic Skills for Educators

• What are New Jersey State’s basic skills requirements for teacher candidates?

In order to officially matriculate in a teacher preparation program in the State of New Jersey, candidates must hold a 3.00 GPA minimum and meet the State’s basic skills requirement. There are two ways to meet the basic skills requirement. You may either:

1. Demonstrate a score on the SAT, ACT, or GRE at above the cut score for the year in which the exam was taken (see cut scores below); or
2. Pass a Commissioner-approved assessment of basic skills. Currently, the only approved assessment for this is the Praxis Core Academic Skills for Educators exam (see cut scores below). The New Jersey Department of Education will accept the highest score on each test section, regardless of test date.

SAT:

• If taken before 4/1/1995: Math 520, Reading 480
• If taken between 4/1/1995 to 2/28/2016: Math 540, Reading 560
• If taken on or after 3/1/2016: Math 570, Evidence-Based Reading and Writing 610 or Reading Section 30

ACT:

• If taken before 8/28/1989: Math 23, English 20
• If taken on or after 8/28/1989: Math 23, English 23

GRE:

• If taken before 8/1/2011: Quantitative 720, Verbal 530
• If taken on or after 8/1/2011: Quantitative 156, Verbal 155

Praxis Core Tests & Passing Scores:

*If you would like to take all three subtests on the same date, register for the 5752 Core Academic Skills for Educators Combined Test.

• What is the Praxis Core Academic Skills for Educators exam?

The Praxis Core Academic Skills for Educators (Core) tests measure academic skills in reading, writing and mathematics deemed by teacher educators to be essential for all candidates preparing to be teachers, no matter what content area or grade-level they aspire to teach. These tests were designed to provide comprehensive assessments that measure the skills and content knowledge of candidates entering teacher preparation programs.

Failure to successfully pass the Praxis Core or submit your scores through TED (March 1st for fall registration or October 1st for spring registration) will jeopardize your ability to take required Teacher Education coursework.

• What are the passing scores for the Praxis Core?

The passing scores for the Praxis Core are as follows:

• 5713: Core Academic Skills for Educators: Reading – Passing Score: 156
• 5723: Core Academic Skills for Educators: Writing – Passing Score: 162
• 5733: Core Academic Skills for Educators: Mathematics – Passing Score: 150

For the most up-to-date passing scores for New Jersey, please see: https://www.ets.org/praxis/nj/requirements/.

• How do I register for the Praxis Core and how much does it cost?

The Educational Testing Service, commonly referred to as ETS, is the organization responsible for creating, administering, and scoring all Praxis examinations. Teacher candidates must create a Praxis account to register for any of the Praxis examinations:

http://www.ets.org/praxis/register/

When you register to take any Praxis exam, you must list Ramapo College of New Jersey as a “Score Recipient.” When your score report becomes available through your ETS account, please upload it to the TED website right away. Save your score report electronically on different devices (or a cloud) as soon as possible. ETS removes score reports one (1) year from the score reporting date. Do not wait or you will have to pay a fee to access your report in the future.

Each Praxis Core examination (Reading, Writing, or Mathematics) costs $90.00. If you elect to take the Combined Test (all three subjects), that costs $150.00. More information about Praxis examination fees can be found at the following ETS web page:

https://www.ets.org/praxis/about/fees/

• How do I prepare for the Praxis Core?

Preparing for the Praxis Core examinations will be different for each student. However, these suggestions may help you prepare a plan.

1. Strategies and Tips: You will find some helpful tips and strategies to help you do your best on the Praxis tests at the following ETS web page: https://www.ets.org/praxis/prepare/tips
2. Develop a Study Plan: A study plan provides a roadmap to prepare for the Praxis tests. It can help you understand what skills and knowledge are covered on the test and where to focus your attention. Find more information at the following ETS web page: https://www.ets.org/praxis/prepare/study
3. Free Praxis Core Resources: It is recommended that students exhaust all free resources before purchasing any test preparation materials. Free resources can be found at the following web pages:ETS Praxis Online Study Companions:
   • Core Reading: https://www.ets.org/praxis/prepare/materials/5713
   • Core Writing: https://www.ets.org/praxis/prepare/materials/5723
   • Core Mathematics: https://www.ets.org/praxis/prepare/materials/5733

   Khan Academy Praxis Core Prep:

   • https://www.khanacademy.org/prep/praxis-core

   Additional Resources:

   • NJ Test Requirements: https://www.ets.org/praxis/nj/requirements/
   • Praxis Core Overview: https://www.ets.org/praxis/about/core
   • All Praxis Preparation Materials: https://www.ets.org/praxis/prepare/materials
   • Praxis FAQs: https://www.ets.org/praxis/faq_test_takers/

• When and where do I take the Praxis Core?

The Praxis Core examination is given at approved ETS testing sites (Prometric Test Centers) on an ongoing basis throughout the year. To determine the closest testing center to the College or your home, please visit the following ETS web page: https://www.ets.org/praxis/register/dates_centers/

Additionally, ETS offers At Home Testing. Please see the following ETS web page for more information: https://www.ets.org/praxis/register/at_home

• How and when do I receive my scores for the Praxis Core?

Scores for the Praxis Core Academic Skills for Educators (Core): Reading (5713) and Mathematics (5733) tests are available 21 calendar days after the day of the test.

Scores for the 5723 Core: Writing test are available 20 business days after the day of the test.

At the end of the test session, but before reviewing the unofficial score information, the computer gives you the option to report or cancel your score. Once you have chosen to report the score, it cannot be canceled. If you cancel your score, it will not be reported and it cannot be reinstated on your record. You also will not receive a refund if you choose to cancel your score. Find more information about receiving your test scores at the following ETS web sites: https://www.ets.org/praxis/scores/ and https://www.ets.org/praxis/scores/get

• What are the Praxis Core retake policies and procedures?

You must wait a minimum of 21 days before taking the same subtest again. If you do not wait the mandatory three weeks before taking the same subtest, your scores will not count, even if you pass.

• How do I receive testing accommodations for the Praxis Core?

If you require accommodations for disabilities or health-related needs, you must apply for accommodations through ETS Disability Services prior to registering. Allow at least six (6) weeks for the review process. Please see the following ETS Disability Accommodations web page for important instructions on how to apply: https://www.ets.org/praxis/register/disabilities

If you would like assistance with the application process, please contact Ramapo’s Office of Specialized Services for further assistance: (201) 684-7515 and https://www.ramapo.edu/oss

• Who should I contact with questions regarding the Praxis Core?

First, check the Frequently Asked Questions web page to see if your question has already been asked and answered: Praxis FAQs: https://www.ets.org/praxis/faq_test_takers/

If you need to contact ETS regarding the Praxis Core, please use the following contact information:

Phone: 1-609-771-7395 or 1-800-772-9476; Monday–Friday, 8 a.m.–7:45 p.m. ET (except for U.S. holidays. For test takers within the United States, U.S. Territories* and Canada. *Includes American Samoa, Guam, Puerto Rico and the U.S. Virgin Islands.) Recorded information is available 24 hours a day with a touch-tone phone. Phones are busiest between 11 a.m. and 2 p.m. and all day on Monday.

Note: Customer Service Representatives can give out information only to the registered test taker, unless the test taker is under the age of 18. If the test taker is under the age of 18, representatives can speak with a parent, guardian or other legal proxy.

• Fax: 1-609-530-0581 or 1-610-290-8973; 24 hours a day, seven days a week
• Email: You can email Praxis through their online customer service form found at the following web site: https://ets.custhelp.com/app/forms/praxis
• Mail: ETS – Praxis; P.O. Box 6051, Princeton, NJ 08541-6051
• Overnight Mail: ETS – Praxis; Distribution and Receiving Center, 225 Phillips Boulevard, Ewing, NJ 08628-7435

Include the following information as you entered it on your registration form or answer sheet with your correspondence:

• name
• address
• date of birth
• test date
• Praxis candidate ID number
• phone number (U.S. residents only)

Praxis II Subject Assessments

• What are the Praxis Subject Assessments?

The Praxis Subject Assessments measure content knowledge and teaching skills of specific subjects that K–12 educators will teach. Tests include both selected-response (multiple choice) and constructed-response (essay) questions. The number of questions and length of each test varies.

Individuals entering the teaching profession take the Praxis Subject Assessments tests as part of the teacher licensing and certification process required by their state. The New Jersey Department of Education requires all teacher candidates to take and pass the Praxis Subject Assessments tests that align to the instructional certificates being sought.

• How do I know which Praxis Subject Assessment test/s to take? 

Praxis Subject Assessments include over 90 different tests, ranging from Art to World Languages. Each state that uses the Praxis tests sets its own requirements for which tests you must take, as well as the associated passing scores. Please see the following website for the Praxis Subject Assessments test/s required for your certification/s along with the associated passing scores in New Jersey: https://www.ets.org/praxis/nj/requirements

• How do I register for the Praxis Subject Assessment test/s and how much does it cost?

Register for Praxis tests online: https://www.ets.org/portal/site/iserpraxis

You may register with a credit/debit card or PayPal. Do not forget to list Ramapo College as a “Score Recipient” when prompted during registration.

You must print your admission ticket and bring it with you, along with an official photo ID (e.g., driver’s license or college ID card), to the test center on the day of your test. Your admission ticket is important because it contains the test center address and reporting time on test day. An image of the ticket on your phone may not be accepted by test center personnel.

If you have taken the Praxis Core Academic Skills for Educators exam to meet New Jersey State’s basic skills requirements for teacher candidates, then you already have an ETS Praxis Account. As a returning user, please enter the username and password you registered with in the past. If you forgot your username or password, there are links on the sign-in page to recover your information.

If this is the first time you are registering for a Praxis account, create a new account using credentials (email and password) that you will remember. Write them down and keep them in a safe place for future use.

The cost of the Praxis Subject Assessment Test varies depending on which assessment/s you take. The fees range from $120.00 to $210.00. You can find a list of the assessment fees at the following web site: https://www.ets.org/praxis/about/fees/

• How do I prepare for the Praxis Subject Assessment test/s?

Praxis Subject Assessment preparation materials by ETS include detailed study tools that contain outlines, sample questions with answers and detailed rationales, valuable test-taking strategies, and full-length interactive practice tests. Please visit the following link for free materials that provide comprehensive overviews for each test, including detailed test descriptions and general tips and information about the Praxis tests: https://www.ets.org/praxis/prepare/materials

You should exhaust all free resources before purchasing anything. You may choose to purchase 90-day subscriptions for Interactive Practice Tests at www.ets.org/praxis/store. These online tests are full-length, timed practice tests that provide correct answers and explanations. You may decide to purchase alternative Praxis Subject Assessment materials online from other retailers if you are having difficulty passing your Praxis Subject Assessments test/s.

All test takers receive a score regardless of the number of questions answered or the type of test. Your score is based on the number of questions you answer correctly, with no penalty or subtraction for answering a question incorrectly. It is to your advantage to pace yourself so that you have enough time to carefully consider every question. In short, answer every question!

• When and where do I take the Praxis Subject Assessment test/s?

It is recommended that teacher candidates take and pass their tests by March 1st prior to Clinical Practice. Candidates cannot be recommended for certification upon program completion if they have not passed all state-mandated tests.

Some Praxis tests, including the Praxis Core tests, are given continuously throughout the year. Others are given only during a particular testing window for that year. To find when you should take your Praxis Subject Assessment, use the following website: https://www.ets.org/praxis/register/dates_centers/

Select the Praxis Subject Assessment you wish to take from the drop-down list near the top of the web page and it will display the testing window for that assessment. To find out where you should take your Praxis Subject Assessment, scroll to the bottom of the page where you can search for the Test Center nearest you by submitting your zip code.

You may decide to utilize ETS’s At Home Testing option as opposed to taking the test at a testing center: https://www.ets.org/praxis/register/at_home

• How and when do I receive my scores for the Praxis Subject Assessment test/s?

Official scores are available to test takers online 10-16 business days after the test date. When your score report becomes available through your ETS account, please upload it to the TED website right away. Save your score report electronically on different devices (a cloud is recommended) as soon as possible. Do not wait or you will have to pay a fee to access your report in the future.

• What are the Praxis Subject Assessment test/s retake policies and procedures?

If you feel you did not perform to your potential, you may retake a Praxis test once every 21 days, not including your initial test date. Note: If you take a test that is comprised of subtests, such as Elementary Education: Multiple Subjects (5001), you cannot retake a subtest until after the 21-day period.

This applies even if you canceled your scores on a test taken previously. If you violate this restriction, the scores from your retest will be canceled by ETS and your test fees will not be refunded.

• How do I receive testing accommodations for the Praxis Subject Assessment test/s?

If you require accommodations for disabilities or health-related needs, you must apply for accommodations through ETS Disability Services prior to registering. Allow at least six (6) weeks for the review process. Please see the following ETS Disability Accommodations web page for important instructions on how to apply: https://www.ets.org/praxis/register/disabilities

If you would like assistance with the application process, please contact Ramapo’s Office of Specialized Services for further assistance: (201) 684-7515 and https://www.ramapo.edu/oss

• Who should I contact with questions regarding the Praxis Subject Assessment test/s?

First, check the Frequently Asked Questions web page to see if your question has already been asked and answered: Praxis FAQs: https://www.ets.org/praxis/faq_test_takers/

If you need to contact ETS regarding the Praxis II Subject Assessments, please use the following contact information:

Phone: 1-609-771-7395 or 1-800-772-9476; Monday–Friday, 8 a.m.–7:45 p.m. ET (except for U.S. holidays. For test takers within the United States, U.S. Territories* and Canada. *Includes American Samoa, Guam, Puerto Rico and the U.S. Virgin Islands.) Recorded information is available 24 hours a day with a touch-tone phone. Phones are busiest between 11 a.m. and 2 p.m. and all day on Monday.

Note: Customer Service Representatives can give out information only to the registered test taker, unless the test taker is under the age of 18. If the test taker is under the age of 18, representatives can speak with a parent, guardian or other legal proxy.

• Fax: 1-609-530-0581 or 1-610-290-8973; 24 hours a day, seven days a week
• Email: You can email Praxis through their online customer service form found at the following web site: https://ets.custhelp.com/app/forms/praxis
• Mail: ETS – Praxis; P.O. Box 6051, Princeton, NJ 08541-6051
• Overnight Mail: ETS – Praxis; Distribution and Receiving Center, 225 Phillips Boulevard, Ewing, NJ 08628-7435

Include the following information as you entered it on your registration form or answer sheet with your correspondence:

• name
• address
• date of birth
• test date
• Praxis candidate ID number
• phone number (U.S. residents only)

• How are teacher candidates enrolled in Ramapo College’s Teacher Education & Certification Program evaluated?

Teacher Education students’ content knowledge, pedagogical skills, and professional dispositions are assessed based on national (Interstate Teacher Assessment & Support Consortium Model Core Teaching Standards (InTASC)) and state (New Jersey Professional Standards for Teachers (NJPST)) professional teaching standards at multiple points throughout their program. Please see the Professional Standards section below for more information regarding the New Jersey Professional Standards for Teachers (NJPST).

• What signature assessments does the TE Program require of all its teacher candidates and when?

* Please see Appendix F for more information regarding the administration of the Teacher Candidate Professional Dispositions Survey.

• What are the minimum performance benchmarks* for these required assessments?

*Please note that minimum performance benchmarks are subject to change year-to-year, specifically those associated with state-mandated assessments. Please contact Mrs. Ashley Restaino, Program Accreditation & Assessment Coordinator, for the most up-to-date Praxis and edTPA cut scores. This information can also be found on the Praxis and edTPA websites.

• What supports are in place to ensure I’m successful in meeting the minimum performance benchmarks for these required assessments?

Teacher Education faculty, adjunct faculty, staff, clinical supervisors, and cooperating teachers all work closely to monitor teacher candidates’ progress and to provide individualized support, coaching, and advisement throughout the program. If at any point in time one or more of the aforementioned parties are concerned that a teacher candidate will not meet or has not met expectations and/or minimum performance benchmarks for any assessments, assignments, and/or clinical work, a Student Referral Form is filed: https://tinyurl.com/yyrbhpf9

Concerns may be academic or non-academic.

Academic concerns may include lack of content knowledge or insufficient pedagogy or instructional skills.

Non-academic concerns may include lack of professionalism, lack of motivation, health problems, economic problems, communication difficulties, interpersonal relations, or other dispositional issues.

Concerns are not limited to those aforementioned.

The information provided in the referral form will be automatically sent to the Assistant Dean of Teacher Education. The Assistant Dean will identify and communicate with all necessary parties (i.e., the candidate, their professor/course instructor and/or advisor and/or program director, director of clinical experiences, clinical supervisor, and cooperating teacher) in order to determine an appropriate course of action.

A meeting will take place among those required by the Assistant Dean and a subsequent Action Plan for Support will be completed by the Assistant Dean or the individual directly responsible for supporting and monitoring the candidate: https://tinyurl.com/y45emaf3

The Action Plan for Support form is to serve as documentation that a plan is in place for supporting and monitoring a teacher candidate. It describes the concern/s and delineates associated goals, actions/supports to be provided and by whom, means of evaluation and by whom, and timelines.

• What is the edTPA?

The Educative Teacher Performance Assessment, better known as the edTPA, is required by the State of New Jersey for the certification of new teachers. The edTPA is not a requirement for program completion or graduation; it is strictly a state requirement for initial teacher certification. The edTPA was developed by Stanford University faculty and staff at the Stanford Center for Assessment, Learning, and Equity (SCALE). It is a performance-based, subject-specific assessment (includes versions for 27 teaching fields) that is used by teacher preparation programs throughout the United States to emphasize, measure, and support the skills and knowledge that all teachers need from day one  in the classroom. The edTPA builds on decades of teacher performance assessment development and research regarding teaching skills and practices that improve student learning. Other U.S. states that require the edTPA for teacher certification often allow for reciprocity so long as that state’s passing score requirement is met. For more information regarding each state’s passing score requirements, if applicable, please see: http://www.edtpa.com/PageView.aspx?f=GEN_Scores.html

Aspiring teachers must prepare a portfolio of materials during their Clinical Practice (student teaching) internship. The assessment features a common architecture focused on three tasks: Planning, Instruction, and Assessment. The edTPA requires aspiring teachers to demonstrate readiness to teach through lesson plans designed to support their students’ strengths and needs; engage real students in ambitious learning; analyze whether their students are learning, and adjust their instruction to become more effective. Teacher candidates submit unedited video recordings of themselves at work in a real classroom as part of a portfolio that is scored by highly trained educators. For more information, please see: http://www.edtpa.com/PageView.aspx?f=GEN_AboutEdTPA.html

• What are the passing scores for the edTPA?

Passing scores vary by portfolio and are subject to change from year to year.

Please see the following website for the most current cut score information for New Jersey teacher candidates: http://www.edtpa.com/PageView.aspx?f=GEN_NewJersey.html

• How do I register for the edTPA and how much does it cost?

There are designated edTPA Support Sessions each year that are communicated to all clinical interns by the Program Accreditation & Assessment Coordinator, Mrs. Ashley Restaino. Mrs. Restaino guides all clinical interns through the registration and submission processes during designated submission sessions.

The cost of submitting the edTPA portfolio is $300.00. This is paid in advance as a course fee connected to the Clinical Practice Capstone Seminar course taken during Clinical Practice II.

If a teacher candidate needs to resubmit parts or all of their portfolio due to the issuance of condition codes and/or a final score that does not meet the New Jersey Department of Education’s minimum requirement, additional costs will be incurred. Please see below.

• Retaking the full assessment: $300
• Retaking 3 tasks (Elementary Education: Literacy with Mathematics Task 4): $300
• Retaking 2 tasks: $200
• Retaking 1 task: $100

• When and how do I prepare for and complete the edTPA?

Throughout Clinical Practice, a series of support sessions take place either on campus or virtually.

During Clinical Practice I, clinical interns are provided with an overview on the edTPA, its resources, and all tasks. Interns will gain access to a Google Drive folder that serves as a repository for all edTPA resources and materials.

During Clinical Practice II, clinical interns are provided with a rubric deep-dive session and times to work on their portfolios with guided support. During the second half of Clinical Practice II, interns are guided through the portfolio submission process.

• How and when do I receive my edTPA scores?

There are specific edTPA submission and reporting windows that change each year. Traditionally, teacher candidates receive their edTPA score reports via email on a Thursday evening approximately three to four weeks after submission. Please see the following website for edTPA submission and reporting dates: http://www.edtpa.com/PageView.aspx?f=GEN_Scores.html

• What are the edTPA retake policies and procedures?

Currently, there is no limit to the number of retakes possible for New Jersey teacher candidates. If a teacher candidate must retake some or all parts of their portfolio due to condition codes and/or a low score, they are to contact the Program Accreditation & Assessment Coordinator, Mrs. Ashley Restaino, to set up an appointment to discuss the resubmission process.

• How do I receive testing accommodations for the edTPA?

Teacher candidates may submit a request for alternative edTPA arrangements due to a diagnosed disability. Please see the following website for more information: http://www.edtpa.com/PageView.aspx?f=GEN_RequestingAlternativeArrangements.html

Additionally, please contact the Office of Specialized Services (OSS) for further assistance: https://www.ramapo.edu/oss/home/oss-staff-contact-information/.

Clinical Experience

• What is clinical experience?

Often referred to as “practicum,” clinical experiences are authentic learning opportunities that connect theory with practice and seamlessly integrate with your teacher education coursework. Each of these clinical experiences take place in a classroom of one of our partner schools/districts.

According the the NJ Department of Education (2015), clinical experience is defined in regulation as the diverse, guided, hands-on, practical applications and demonstrations of professional knowledge, skills, and dispositions through integrated, collaborative, and facilitated learning and practice in early field, practicum, and other opportunities that occur prior to clinical practice (typically, the fall semester of your final year in program). The activities and responsibilities take place across a variety of settings and are integrated throughout your educator preparation program, as detailed in the table below.

As a pre-clinical intern, you are completing the clinical experiences prior to your Clinical Practice II semester.

• What courses require clinical experiences, when and where do clinical experiences take place, and what are the minimum hours?

The table below provides the specific course name, code and total number of clinical hours required:

• What steps do I need to take to ensure I am eligible for clinical experience?

It is critically important that students enrolled in the Teacher Education & Certification Program meet with their Teacher Education advisor each semester prior to course registration. Accurate course registration and timely progress toward meeting all state certification and program completion/graduation requirements requires extensive and precise planning.

In order to be eligible for the respective course-aligned clinical experience (see table above), students must meet with Ms. Joanne Caselli, Teacher Education Certification Officer, early in the semester prior to the aligned course to review all related requirements. Students must then submit proof of the necessary requirements to Ms. Caselli (EDUC 211) and/or through the Teacher Education Department (TED) online portal (all other courses) before the end of the semester prior to clinical experience:

• A minimum 3.0 cumulative GPA;
• Required scores on the SAT, ACT, GRE or passing scores on the Praxis Core Academic Skills for Educators exam (reading, writing, and math);
• Completion of all prerequisite coursework, as necessary;
• Proof of background check or valid substitute teacher license;
• Mantoux/TB test (test administered no earlier than six (6) months prior to the the start date of the clinical experience); and
• Reliable transportation

For questions related to clinical experience eligibility and/or uploading the aforementioned requirements to TED, please contact:

• How am I evaluated during clinical experience?

In addition to course-related assessments, pre-clinical interns are introduced to, and evaluated using the following program-specific instruments:

1. The Teacher Candidate Professional Dispositions Survey (PDS) –  is introduced to teacher candidates in their first education course upon matriculation, EDUC 222 – Teaching: Principles and Practices (first official year/semester in program). The course instructor spends class time explaining dispositions and their importance in the teaching profession. During the initial weeks of the EDUC 222, the teacher candidate completes her/his own self-assessment using the PDS. The EDUC 222 course instructor and the clinical experience cooperating teachers are notified with instructions at the start of the semester to monitor their candidates’ dispositions in relation to the behaviors outlined in the PDS. At the end of the semester, the course instructor and cooperating teachers complete the PDS for each teacher candidate. If the course instructor and/or cooperating teachers indicate any “Dispositional Concerns” at the bottom of the PDS, this is immediately explored further. If teacher candidates do not achieve an overall benchmark score of 2.75 (between “Approaches Expectations” and “Meets Expectations”) from either the course instructor or their cooperating teacher, the EPP’s digital Student Referral Form is filed by the course instruction, and an individualized intervention/remediation process is initiated with the Assistant Dean of Teacher Education and/or Director of Clinical Experiences and documented/monitored using the EPP’s digital Action Plan for Support Form.The PDS is administered again in EDUC 360 Introduction to Special Education (second or third year/semester in program). The course instructor spends time in class addressing dispositions, specifically in relation to working with diverse student populations. Similar to EDUC 222, teacher candidates complete their own self-assessment using the PDS during their first month in EDUC 360. Because the clinical experience associated with EDUC 360 doesn’t require candidates to visit a K-12 classroom, rather candidates work with special needs students on campus during the second half of their class time, the course instructor also serves as the “field supervisor.” At the end of the semester, the course instructor completes the PDS for each teacher candidate. EDUC 222 data is pulled for comparison for any EDUC 360 teacher candidates who receive poor ratings and/or comments. If teacher candidates do not achieve an overall benchmark score of 3.00 (“Meets Expectations”) from the course instructor, he or she submits the EPP’s digital Student Referral Form that is automatically sent to the Assistant Dean of Teacher Education and the Director of Clinical Experiences. This initiates an individualized intervention/remediation process that is documented and monitored using the EPP’s digital Action Plan for Support Form. Please see Appendix H  and Appendix I for the Teacher Candidate Professional Dispositions Survey.
2. The RCNJ Teacher Education Lesson Plan Template and Rubric – is also introduced to teacher candidates in EDUC 222 – Teaching: Principles and Practices, more specifically as an instructional tool than as an assessment. As candidates progress through their teacher preparation program, different areas of lesson planning are emphasized and reinforced in alignment to various courses’ content, goals, objectives, and outcomes. Lesson Plan performance data is collected at the conclusion of candidates’ methods courses during Clinical Practice I (part-time student teaching) and reviewed by the course instructors, PAAC, Assistant Dean of TE, and Director of Clinical Experiences. Lesson plan data is also reviewed by TE faculty during bi-annual data retreats. Please see Appendix M for the Teacher Education Lesson Plan Template Parts A-D.

• What are my responsibilities during clinical experience?

Pre-clinical interns are expected to be punctual, attentive, communicative, and proactive with their cooperating teachers throughout the clinical experience. Professional dress, behavior and attitude are expected at all times. For more information regarding professional dress, please see: Appendix L: Fieldwork/Clinical Experience Professional Dress Guidelines.

Over the course of the semester and at the discretion of their course instructor and cooperating teacher, pre-clinical interns are to complete all required onsite hours, tasks and related assignments.

It is the pre-clinical intern’s responsibility to submit all required work products to their course instructors, according to the performance criteria and due dates detailed in the respective course syllabus.

• What are Ramapo College’s Teacher Education & Certification Program’s clinical experience guidelines and policies for teacher candidates?

The Office of Clinical Experiences arranges all clinical experiences and internships. Interns cannot contact schools until they have been assigned a placement and given specific directions.

Cell phones must not be seen nor heard at any time throughout the school day. All social media accounts must be “cleaned up” and set as private.

During all clinical experiences, pre-clinical interns must follow Ramapo College’s academic calendar and in coordination with their school district’s calendar.

Pre-clinical interns are to follow the procedures and protocols of their placement district/school. Additionally, they are not to communicate with parents at any time except with the permission of the cooperating teacher, if/as necessary. K-12 students’ grades, school/medical records, legal documents, and accommodation plans (IEPs/504s) are strictly confidential. Breaking confidentiality will immediately result in the termination of the clinical experience.

Professional dress and behavior are expected at all times.

Failure to adhere to these policies, or the College’s policies and procedures for students (https://www.ramapo.edu/student-conduct/student-handbook/), or the school district’s policies for faculty and students will result in the termination of the internship. For additional information, please refer to the subsequent section of this Handbook, Teacher Education & Certification Program Performance and Behavioral Expectations, Violations, and Termination.

• Who should I contact with questions regarding clinical experience?

Clinical Practice

• What is Clinical Practice?

Formerly referred to as student teaching, Clinical Practice is the culminating, field-based experience or “internship” where teacher candidates become immersed in a school setting, gradually take on more classroom responsibilities, and ultimately demonstrate their ability to lead a classroom and impact student learning.

Clinical Practice is an intensive, year-long commitment. Therefore, the Teacher Education & Certification Program strongly discourages clinical interns from taking time off for travel or vacationing when the College and/or their assigned school district is open. Interns should avoid being involved in too many extracurricular activities, specifically leadership roles. Working during Clinical Practice is not encouraged, if at all possible.

• How is Clinical Practice structured, when and where does Clinical Practice take place, and what are the minimum hours?

In the State of New Jersey, Clinical Practice takes place over the course of two semesters: part-time or two (2) days per week in the first (typically fall) semester, and full-time or five (5) days per week in the second/final (typically spring) semester. To meet the New Jersey Department of Education’s Clinical Practice I (CP1) requirement, clinical interns must complete a minimum of 175 hours, or 22 full school days, in their assigned CP1 school setting. To meet the State’s Clinical Practice II (CP2) requirement, clinical interns must complete a minimum of 480 hours, or 60 full school days, in their assigned CP2 school setting. If clinical hours/days are met prior to the end date of the internship, the clinical intern is still expected to attend his/her assigned school setting until the last official day of the internship. Most interns will exceed the State’s minimum requirement and meet the Teacher Education & Certification Program’s requirement of 180 hours (CP1) and 525+ hours (CP2); this is encouraged.

The Teacher Education & Certification Program at Ramapo College follows a fall to spring Clinical Practice model. Exceptions to this model are only made on a case-by-case basis – and – only due to extenuating circumstances. The Director of Clinical Experiences and the Assistant Dean of Teacher Education reserve all rights to make decisions regarding Clinical Practice settings, dates, and cooperating teacher/clinical supervisor assignments. Consideration will be taken to inform clinical interns of decisions related to their Clinical Practice internships as far in advance as possible.

Clinical Practice I typically takes place between the first week of September and the second week of December. It is optional for clinical interns to attend their school setting during the third week of December (finals week) if they have met the 175 hour/22 day State requirement. If clinical interns do not meet this requirement by the CP1 end date, the third week of December should be used to meet the requirement. Because clinical interns are also full-time students finishing their required coursework during CP1, they are expected to follow the College’s academic calendar. The Teacher Education & Certification Program designates specific days of the week for coursework to allow interns the opportunity to reserve two (2) full school days in the field.

Clinical Practice II takes place between the second week of January (immediately following the holiday break when the respective K-12 school district reopens) and the last week of April/first week of May. Clinical interns who decide to live on campus during Clinical Practice II must apply for Winter Housing and assume all associated costs. Please see the following link for more information on Winter Housing: https://www.ramapo.edu/reslife/winter/. It is optional for clinical interns to attend their school setting during the first/second week of May if they have met the 480 hour/60 day State requirement. If clinical interns do not meet this requirement by the CP2 end date, the second and third weeks of May should be used to meet the requirement. Because clinical interns have completed all required coursework by the start of CP2, they are expected to follow their assigned school district’s calendar.

Clinical interns are permitted up to three (3) excused absences (i.e., illness and personal/emergency) during Clinical Practice II. Every effort should be made by clinical interns to notify their cooperating teacher, clinical supervisor, and the Director of Clinical Experiences of their absence/s as far in advance as possible. Attendance at on-campus edTPA Support Sessions throughout Clinical Practice (typically three (3) during CP1 and three (3) during CP2) are considered excused absences, and do not count toward the three (3) total excused absences provided for interns during CP2.

The Teacher Education & Certification Program at Ramapo College has long standing formal and informal partnerships with school districts across the state, specifically Bergen and Passaic Counties. While the Director of Clinical Experiences makes every effort to place clinical interns in school districts of choice, this is not always possible.

• What steps do I need to take to ensure I am eligible for Clinical Practice?

It is critically important that students enrolled in the Teacher Education & Certification Program meet with their Teacher Education advisor each semester prior to course registration. Accurate course registration and timely progress toward meeting all state certification and program completion/graduation requirements requires extensive and precise planning.

In order to be eligible for Clinical Practice, students must meet with Ms. Joanne Caselli, Teacher Education Certification Officer, early in the semester prior to Clinical Practice I to review all requirements. Students must then submit proof of the following requirements through the Teacher Education Department (TED) online portal before the end of the semester prior to Clinical Practice I:

• A minimum 3.0 cumulative GPA;
• Required scores on the SAT, ACT, GRE or passing scores on the Praxis Core Academic Skills for Educators exam (reading, writing, and math);
• Completion of all foundational and professional education coursework;
• Completion of all coursework required for major, minor, and concentration by the end of Clinical Practice I;
• Valid substitute teacher license;
• Mantoux/TB test (test administered no earlier than six (6) months prior to the start date of Clinical Practice I);
• Reliable transportation; and
• Praxis Subject Assessment test/s scores (at least first attempt; passing score/s not required until end of Clinical Practice II for certification).

For questions related to Clinical Practice eligibility and/or uploading the aforementioned requirements to TED, please contact:

• How do I apply for Clinical Practice?

Teacher candidates must first schedule an appointment with Ms. Joanne Caselli, Teacher Education Certification Officer, to ensure all requirements for Clinical Practice have been met.

Once Ms. Caselli provides clearance, teacher candidates may submit their top three school districts of choice through the Teacher Education Department (TED) online portal.

For questions related to applying for Clinical Practice, please contact:

• How am I evaluated throughout Clinical Practice?

There are two types of assessment instruments used to evaluate performance throughout Clinical Practice.

The Observation and Conference Report (OCR) is a performance-based, formative assessment instrument used to provide feedback to clinical interns on observed lessons. The OCR is used by both clinical supervisors and cooperating teachers during Clinical Practice I and Clinical Practice II. The OCR contains eleven (11) indicators that align to the New Jersey Professional Standards for Teachers (NJPST) and Interstate Teacher Assessment Consortium (InTASC) standards.

During Clinical Practice I, clinical supervisors observe their assigned clinical interns teach three (3) separate lessons and hold a conference to deliver feedback after each observed lesson. Clinical supervisors must complete and submit a digital Observation and Conference Report after each formal observation/post-observation conference. Interns’ cooperating teachers must do the same, but only once during Clinical Practice I. It is encouraged that cooperating teachers’ observations/post-observation conferences coincide with one of the supervisors’ observations and post-observation conferences, if possible.

During Clinical Practice II, clinical supervisors observe their assigned clinical interns teach six (6) separate lessons and hold a conference to deliver feedback after each observed lesson. Clinical supervisors must complete and submit a digital Observation and Conference Report after each observation/post-observation conference. Interns’ cooperating teachers must do the same, but only one during Clinical Practice II. It is encouraged that cooperating teachers’ observations/post-observation conferences coincide with two of the supervisors’ observations and post-observation conferences, if possible.

Please see Appendix J for the Observation and Conference Report.

The Clinical Competency Inventory (CCI) is a performance-based observational instrument designed to provide actionable feedback on the progress of individual clinical interns completing Clinical Practice. The CCI is a standards-based assessment rubric that measures key competencies aligned to the 2013 InTASC standards, 2014 New Jersey Professional Standards for Teachers, and the current Educative Teacher Performance Assessment (edTPA) rubrics. The CCI specifies the defining set of competencies that preservice teachers must demonstrate before being recommended for certification.

The CCI was designed to formally assess competencies and provide feedback to the clinical intern during Clinical Practice II (CP2; full-time student teaching). It is to be used as a formative assessment at the midpoint of CP2 (February), as well as a summative assessment at the end of CP2 (April/May). It should be used in conjunction with the Observation and Conference Report (OCR) that is aligned with the CCI. The OCR focuses on the quality of individual lessons being observed; whereas the CCI is meant to be a cumulative assessment of competencies that the clinical supervisor and cooperating teacher have observed over the course of the internship. The CCI is introduced to clinical interns at the start of CP1 as a self-assessment. The OCR and CCI are both used to guide the development of the clinical intern and to provide feedback on the candidate’s strengths and areas in need of improvement.

The procedure for using the CCI as a developmental tool is as follows:

1. At the start of the year-long Clinical Practice internship, the clinical intern conducts an initial pre-assessment/self-evaluation by completing the CCI. This baseline assessment will help guide the intern’s goals and progress.
2. At the first visit of Clinical Practice I, the clinical supervisor reviews the Observation and Conference Report (OCR) and Clinical Competency Inventory (CCI) with the cooperating teacher. The OCR is used to document and provide feedback to the intern on individual lessons throughout Clinical Practice. The CCI is used as an evaluative tool during Clinical Practice II.
3. During the second or third month of Clinical Practice I (October/November), the clinical supervisor and cooperating teacher observe the clinical intern together (co-observation, if possible) and complete the OCR independently. They discuss with the intern what behaviors they observed along with each of the 11 standards, as well as specify areas of strength and areas for improvement.
4. During the second or third month of Clinical Practice II (February or March), the clinical supervisor and cooperating teacher observe the clinical intern together (co-observation, if possible) and complete the OCR independently. They discuss with the intern what behaviors they observed along with each of the 11 standards, as well as specify areas of strength and areas for improvement.
5. At the midpoint of CP2 (February), the clinical supervisor and cooperating teacher complete the CCI independently. They hold a midpoint conference with the clinical intern to discuss their CCI ratings and comments.
6. At the completion of the internship (April/May), the clinical supervisor and cooperating teacher complete the CCI independently. They hold a final conference with the clinical intern to discuss their final CCI ratings and comments.
7. At the very end of Clinical Practice II, the clinical intern conducts a final post-assessment/self-evaluation by completing the CCI. This will help guide the intern’s future goals and progress.

Please see Appendix K for the Clinical Competency Inventory.

• What are my responsibilities during Clinical Practice?

Clinical interns are expected to be punctual, attentive, communicative, and proactive with their cooperating teachers and clinical supervisors throughout Clinical Practice. Professional dress, behavior and attitude are expected at all times. For more information regarding professional dress, please see: Appendix L: Fieldwork/Clinical Experience Professional Dress Guidelines.

During Clinical Practice I, clinical interns are to become acclimated in their assigned classroom and conduct a pre-assessment/self-evaluation (baseline) of their own teaching competencies by completing the Clinical Competency Inventory. Over the course of the semester and at the discretion of their cooperating teachers, clinical interns are to gradually assume more responsibilities. Clinical interns must teach a minimum of three planned lessons, although the delivery of lessons on a weekly basis is encouraged starting in October.

Clinical interns must thoroughly and thoughtfully prepare for their clinical supervisors’ three (3) scheduled observations, one informal observation followed by two formal observations. One of the formal observations should be co-observed by their cooperating teachers. Important, clinical interns are required to use the Ramapo College Teacher Education Lesson Plan Template Parts A for all supervisor observations. For all other lessons, the clinical intern may use the cooperating school’s lesson plan format. Interns’ performance delivering these lessons will be evaluated using the Observation & Conference Report. Interns must submit the aligned lesson plans to their supervisors and cooperating teachers before the evaluation takes place. Please see Appendix M for the Teacher Education Lesson Plan Template (Part A).

During Clinical Practice II, clinical interns will return to the same classroom as Clinical Practice I, unless extenuating circumstances prevent this from occurring. Over the course of the semester and at the discretion of their cooperating teachers, clinical interns are to gradually assume more responsibilities over time. Clinical interns must teach all subject areas (elementary) or periods/sections (secondary) or at least four (4) grade levels (content area specialist; i.e., art and PE) during the end of March and all of April. Interns may teach Honors-level courses at the discretion of their cooperating teachers. AP-level courses cannot be taught by interns under any circumstances.

Clinical interns must thoroughly and thoughtfully prepare for their clinical supervisors’ six (6) scheduled observations, one of which is co-observed by their cooperating teachers. Important, clinical interns are required to use the Ramapo College Teacher Education Lesson Plan Template Part A for all supervisor observations. For all other lessons, the clinical intern may use the cooperating school’s lesson plan format. Interns’ performance delivering these lessons will be evaluated using the Observation & Conference Report. Interns must submit the aligned lesson plans to their supervisors and cooperating teachers before the evaluation takes place. Please see Appendix M for the Teacher Education Lesson Plan Template (Part A).

Additionally, clinical supervisors and cooperating teachers will complete an evaluation of their interns’ overall performance at the midpoint (February) and end (May) of Clinical Practice II. Interns’ overall performance will be evaluated using the Clinical Competency Inventory. Interns must come prepared to their midpoint/formative and final/summative evaluation conferences with evidence and artifacts related to indicators that their supervisors may not have observed during observations. Interns should be ready to engage in conversation about their areas of strength and weakness, including future goals and action steps.

At the end of Clinical Practice II, clinical interns must complete a Teacher Education & Certification Program Exit Survey during their final Clinical Practice Capstone seminar session. Lastly, interns are required to conduct a post-assessment of their own teaching competencies by completing the Clinical Competency Inventory.

It is the clinical intern’s responsibility to submit all certification paperwork and related requirements to the Teacher Education Certification Officer, Ms. Joanne, Caselli, according to the information and dates provided during Clinical Practice Capstone seminar.

For more information regarding clinical interns’ responsibilities throughout Clinical Practice, please see Appendix N for the Clinical Practice Checklist for Clinical Interns.

• What are my clinical supervisor’s responsibilities during Clinical Practice?

All clinical supervisors must receive training at the start of each academic year. In-person training is provided at Clinical Practice Orientation before the start of the Clinical Practice internship. Online training videos are available for those who cannot attend orientation.

Clinical supervisors serve as a liaison between clinical interns, cooperating teachers, and the Teacher Education & Certification Program. Clinical supervisors confer with cooperating teachers regarding the progress of their assigned interns, advise interns regarding the interns’ roles and responsibilities, and offer guidance and assistance to all parties.

Additionally, clinical supervisors observe and document interns’ progress in developing expected competencies and hold post-observation, midpoint, and final conferences with their assigned interns and their interns’ cooperating teachers.

For more information regarding clinical supervisors’ responsibilities throughout Clinical Practice, please see Appendix O for the Clinical Practice Checklist for Clinical Supervisors.

• What are my cooperating teacher’s responsibilities during Clinical Practice?

All cooperating teachers must receive training at the start of each academic year. In-person training is provided at Clinical Practice Orientation at the start of the Clinical Practice internship. Online training videos are available for those who cannot attend orientation.

Cooperating teachers are expected to orient their clinical intern to the school and include them in all grade-level, district, and special education meetings, professional development opportunities, and parent-student-teacher conferences. Cooperating teachers are to provide models for successful classroom management and guide their intern in lesson planning, instruction, and assessment. Cooperating teacher should assist their intern in learning about the special needs of the students in their classroom and the services provided by the school/district.

Cooperating teachers are expected to model highly effective teaching while allowing their intern to only assume responsibilities for which they are prepared. Cooperating teacher must provide their intern with the school’s/district’s required curriculum guides, resources, and materials.

Cooperating teachers should acquaint their intern with the mechanics of classroom routines, including how and why routines were established.

Cooperating teachers must monitor their intern’s progress and provide clear instructions, expectations, scaffolding, constructive feedback, and encouragement.

Lastly, cooperating teachers must  evaluate their intern and engage in post-observation and evaluation conferences.

For more information regarding cooperating teachers’ responsibilities throughout Clinical Practice, please see Appendix P for the Clinical Practice Checklist for Cooperating Teachers.

• What are Ramapo College’s Teacher Education & Certification Program’s Clinical Practice guidelines and policies?

The Office of Clinical Experiences arranges all clinical experiences and internships. Interns cannot contact schools until they have been assigned a placement and given specific directions.

Cell phones must not be seen nor heard at any time throughout the school day. All social media accounts must be “cleaned up” and set as private.

During Clinical Practice I, interns must follow Ramapo College’s academic calendar. During Clinical Practice II, interns must follow their school district’s calendar, not the College’s. Up to three (3) excused absences are permitted during Clinical Practice II with advance notice given to the cooperating teacher. If absences exceed three (3) instances or notice is not given to the teacher, the Director of Clinical Experiences must be notified immediately.

Clinical interns are not to communicate with parents at any time except with the permission of the cooperating teacher during parent-teacher conferences. K-12 students’ grades, school/medical records, legal documents, and accommodation plans (IEPs/504s) are strictly confidential. Breaking confidentiality will immediately result in the termination of the internship.

Professional dress and behavior are expected at all times.

During Clinical Practice I, clinical interns may serve as a paid substitute teacher on the days they are not serving in the capacity of a clinical intern (days available outside of classes and field). Days spent as a substitute teacher do not count toward the internship.

During Clinical Practice II, clinical interns may serve as a substitute teacher in emergency situations only. This should be kept to a minimum. Days spent as a substitute teacher for clinical interns’ own cooperating teacher can be counted toward the internship. If interns are serving as a substitute teacher, they are to be paid at the Board rate. Once the Clinical Practice internship officially ends in late April/early May, interns may serve as a regular substitute throughout the months of May and June.

Failure to adhere to these policies, or the College’s policies and procedures for students (https://www.ramapo.edu/student-conduct/student-handbook/), or the school district’s policies for faculty and students will result in the termination of the internship.

• Who should I contact with questions regarding Clinical Practice?

• What are the performance and behavioral/dispositional expectations for continuation and certification in RCNJ education programs

RCNJ teacher candidates must assume responsibility for all of the academic and clinical requirements of each of their courses. Additionally, candidates must meet professional and dispositional expectations of the Teacher Education & Certification Program. The ultimate goal of the RCNJ Teacher Education & Certification Program is to support teacher candidates in their efforts to meet all professional and academic standards in order to become exemplary competent, caring, and highly qualified educators.

Throughout the Teacher Education & Certification Program coursework and clinical experiences, a candidate’s performance, behavior, and demonstration of professional dispositions are assessed and evaluated using the Teacher Candidate Professional Dispositions Survey (in EDUC 222 and EDUC 360) and Clinical Competency Inventory (in the CPII semester). These data are carefully and collectively examined by the Director of Clinical Experiences, Assistant Dean, Program Accreditation and Assessment Coordinator, and faculty throughout the academic year. If a teacher candidate fails to meet the minimum PDS and/or CCI performance expectations, the student is required to meet with the Director of Clinical Experiences, Assistant Dean, their Teacher Education & Certification Program faculty advisor, and/or other course instructors/staff to discuss and determine an appropriate course of action. In certain cases, a formal corrective action plan will be collaboratively developed, approved and implemented. Please see the RCNJ Teacher Education & Certification Program Action Plan for Support Form: https://tinyurl.com/y45emaf3.

If at any time a teacher candidate fails to meet dispositional and/or performance expectations in a specific course or clinical experience, faculty, staff, clinical supervisors, and/or cooperating teachers may complete the RCNJ Teacher Education & Certification Program Student Referral Form to formally document and submit the concern to the Office of the Assistant Dean and the Office of Clinical Experiences. This online form can be accessed through the following link: https://tinyurl.com/yyrbhpf9. The information submitted will be shared with all necessary stakeholders, including the Director of Clinical Experiences, the Assistant Dean, the candidate’s faculty advisor, and other course instructors/staff, and an appropriate course of action will be collectively determined. In certain cases, a formal corrective action plan will be collaboratively developed, approved, and implemented. Please see the RCNJ Teacher Education & Certification Program Action Plan for Support Form: https://tinyurl.com/y45emaf3.

• Why might a candidate be dismissed from the Teacher Education & Certification Program?

Unfortunately, there are cases when a Teacher Education & Certification Program student meets course academic requirements, but fails to demonstrate appropriate professional behavior at the College or in clinical experience/practice settings. If a candidate has difficulty with any part of his or her academic program or fails to demonstrate appropriate professional behaviors, program faculty and/or staff will intervene. Such intervention may require the development and implementation of an individualized corrective Action Plan for Support. In cases where disciplinary actions are warranted, the matter will be referred to the RCNJ Office of Student Conduct and College Judicial Board, as necessary.

When incidents or questions as to professional or unethical behaviors are reported to Teacher Education & Certification Program faculty, staff or administrators, program faculty and staff will make every effort to gather information and evidence from multiple sources, including clinical supervisors, faculty members, school personnel, law enforcement, or other state agencies, as appropriate. Depending on the nature and severity of the reported behavior, the response to the situation will differ and be dealt with on a case‐by‐case basis. Specific behavioral infractions and circumstances that may result in intervention and/or removal from the Program are described below to provide the teacher candidate with a better understanding of overall Program and College expectations:

• For behaviors in violation of the RCNJ Campus Code of Conduct, please see: https://www.ramapo.edu/student-conduct/
• For consistent failure to meet the New Jersey Professional Standards for Teachers, please see the Clinical Experience and Clinical Practice sections of this handbook, and N.J.A.C.6A:9: http://www.state.nj.us/education/profdev/profstand/teacherstandardsoverview.pdf
• Multiple faculty reports to the Director of Clinical Experiences, Assistant Dean of Students and/or College administrators about a candidate’s negative actions or attitudes regarding the teaching profession.
• Unprofessional or unethical behavior as described in the Teacher Education & Certification Handbook, specifically in the Clinical Experience and Clinical Practice sections.
• Behavior on the RCNJ campus (i.e., corridors, classrooms, offices, lounges, dorms, etc.), in certification coursework, or in clinical experience/practice settings that is deemed unacceptable by course instructors, Teacher Education & Certification Program faculty/staff, or district/school personnel (in accordance with either RCNJ’s or the district’s/school’s policies regarding conduct). Irresponsible behaviors may include disregard or disrespect for RCNJ and/or district’s/school’s policies and procedures.
• Behavior considered conduct unbecoming a New Jersey Certified Teacher, including factors that the New Jersey Department of Education would use to rescind or deny teacher certification.

School District and/or Teacher Education & Certification Program and Ramapo College of New Jersey Policies

Students must adhere to the policies and procedures of the RCNJ Code of Conduct (https://www.ramapo.edu/student-conduct/), the RCNJ Teacher Education & Certification Program Handbook, and the New Jersey Professional Standards for Teachers (N.J.A.C.6A: 9). A breach of any of the above may result in termination from the program.

Reasonable Cause

Students may be considered for dismissal following verifiable reports of unprofessional or unethical conduct, or multiple reports of a student’s lack of capacity for appropriate teaching dispositions. Reasons for dismissal include, but are not limited to, inadequacy, incompetency, insubordination, and ethical misconduct. Be advised that a school district holds the right to terminate a teacher candidate or clinical intern at any time.

Procedure

When the Teacher Education & Certification Program is formally alerted to an alleged breach, it is immediately referred to the Director of Clinical Experiences and/or the Assistant Dean of Teacher Education. A student whose behavior appears to warrant termination will receive written notice from the Assistant Dean of Teacher Education and Dean of SSHS specifying concerns. The Teacher Education & Certification Program will make every effort to gather information from multiple sources (i.e., clinical supervisor, cooperating teacher, appropriate faculty, school administrator/s, etc.) regarding the alleged infraction/s. Once the investigation is complete, the decision for continuance in the Teacher Education & Certification Program rests with the Dean of SSHS. The decision to terminate a student will be communicated by the Dean of SSHS to the Provost. The Provost will make the final decision regarding the student’s status with the University.

Charges for Incurred Expenses

Should a student be dismissed, or self‐terminated at any time once clinical components begin, she/he will be assessed accordingly for College expenses already incurred, such as, but not limited to, tuition and fees, cooperating teachers’ honorarium, clinical supervisor fees, and administrative costs. Any monetary refunds are subject to Clinical Practice I/II timetables (fall/spring) and College policy. Please note that the Clinical Practice II Capstone experience begins approximately three weeks prior to the official start of classes for the spring term. For students living on campus, Winter Housing is necessary.

Grading/Withdrawal

Grading and withdrawal procedures will be determined on an individual basis according to the policies outlined by the College and at the discretion of the Dean of SSHS. Incompletes are typically not awarded in Clinical Practice II (EDUC 490/495); this would only occur due to most unfortunate extenuating circumstances (i.e., illness, injury, etc.). There are only two attempts permitted for the Clinical Practice II Capstone (Student Teaching). If a clinical intern plans to register for her/his second attempt, she/he must first meet with the Director of Clinical Experiences and/or Assistant Dean of Teacher Education (or appropriate designee) for a debrief of the initial CP II experience. In most cases, a formal corrective Action Plan for Support will be collaboratively developed and implemented. Please see the RCNJ Teacher Education & Certification Program Action Plan for Support Form: https://tinyurl.com/y45emaf3. After the corrective action plan has been successfully completed, the Director of Clinical Experiences and the Assistant Dean of Teacher Education may grant permission to proceed to register for the second and final attempt to successfully complete/pass the Clinical Practice II Capstone.

Special Circumstances:

• In the case of consecutive absences by a cooperating teacher, the clinical intern must contact his/her clinical supervisor and the Director of Clinical Experiences.
• A clinical intern that is involved in any situation or incident where legal action is warranted and/or is a witness or party to the situation or incident, must report this to the Director of Clinical Experiences immediately.
• If a student does not complete their edTPA portfolio assessment by the time the Clinical Practice II Capstone semester (Student Teaching) ends, an extended placement may be required. In such cases, the student will be responsible for proactively addressing the need for extension with the Director of Clinical Experiences and the Program Accreditation and Assessment Coordinator, as well as his/her clinical supervisor, cooperating teacher, CPII Capstone Seminar instructor, and others, as appropriate.
• If any problems arise that the clinical intern and the cooperating teacher/s cannot resolve, the clinical intern must contact the Director of Clinical Experiences and their clinical supervisor.
• Occasionally, a student is unable to meet performance standards of clinical experience or Clinical Practice, or a student comes to the realization that he/she does not wish to pursue a career in teaching. A decision to discontinue or terminate the Clinical Practice I or Clinical Practice II Capstone (Student Teaching) experience must be discussed with the clinical supervisor, the Director of Clinical Experiences, and the Assistant Dean of Teacher Education.

• What is the process for dismissal from the Teacher Education & Certification Program?

Based on programmatic concerns and in the professional judgment of the Teacher Education & Certification Program, the College reserves the right to take action up to and including removal from the Teacher Education & Certification Program for behaviors described above. Matters of an academic nature that become serious may require disciplinary action through the Office of the Provost, or, in some cases, the College’s Judicial Board. The determination as to whether a matter requires disciplinary action is a matter of professional judgment to be decided by Teacher Education & Certification Program faculty and staff on a case‐by‐case basis.

• How can a student appeal a dismissal from the Teacher Education & Certification Program?

The student may appeal the recommendation in writing to the Dean of SSHS, who will make the final decision regarding continuation in the clinical setting and/or the Teacher Education & Certification Program.

• What are the procedures for withdrawal from the Teacher Education & Certification Program?

The student may choose to withdraw from the Teacher Education & Certification Program at any time for any reason. In such cases, the student will arrange an exit meeting with the Assistant Dean of Teacher Education and complete the RCNJ Education Programs Departure Survey: https://tinyurl.com/s439txd.

• Who should I contact regarding performance and behavioral expectations, violations, and termination?

• What is accreditation?

Accreditation is a rigorous peer review process used to determine if educational programs meet a strict set of defined professional standards of quality.

Effective Spring 2021, the Teacher Education & Certification Program at Ramapo College of New Jersey is accredited by the Council for the Accreditation of Educator Preparation (CAEP) through Spring 2027. The New Jersey Department of Education (NJDOE) requires that all educator preparation programs that lead to certification achieve and maintain accreditation through an approved educator accreditation agency recognized by the Council for Higher Education Accreditation (CHEA).

• Why is accreditation important and what does it mean for me?

Teacher candidates cannot be certified in New Jersey without completing an accredited, New Jersey Department of Education-approved teacher preparation program.

As stated on the Council for the Accreditation of Educator Preparation’s website:

“Educator accreditation is a seal of approval that assures quality in educator preparation. Accreditation makes sure that educator programs prepare new teachers to know their subjects, their students, and have the clinical training that allows them to enter the classroom ready to teach effectively.

Accreditation provides a framework that has pushed educator preparation programs to continually self-assess and conduct evidence-based analysis of their programs and their efficacy. These evidence-based shifts, rooted in continuous improvement, help to ensure that preparation programs are more likely to produce successful educators.

Accreditation matters to:

• P-12 Learners – outcomes based evidence means all learners are at the center of determining effectiveness of educators
• Teacher Educators – since the process is infused with research and development, the knowledge base of effective practice will grow
• State Education Agencies – provides a strong partner for quality assurance, helps connect the national consensus on preparation to state-level policy and provide support for a state’s own authorization/accountability system
• Education Professionals – rigorous standards elevate the profession”

(Retrieved from: http://caepnet.org/accreditation/about-accreditation/why-it-matters)

• What are the New Jersey Professional Standards for Teachers (NJPST) and why are they important ?

The New Jersey Professional Standards for Teacher (NJPST) describe the performances, knowledge, and dispositions that teachers need to be effective in supporting college and career readiness for all students; outline the principles of teaching practice that cut across all subject areas and grade levels and are necessary to improve student achievement; and serve as the common foundation for pre-service teacher education, certification, induction and mentoring, educator evaluation, and professional development.

• Standard One – Learner Development – The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
• Standard Two – Learning Differences – The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
• Standard Three – Learning Environments – The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
• Standard Four –Content Knowledge – The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches, particularly as they relate to the Common Core Standards and the New Jersey Core Curriculum Content Standards and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
• Standard Five – Application of Content – The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
• Standard Six – Assessment – The teacher understands and uses multiple methods of assessment to engage learners in examining their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision-making.
• Standard Seven – Planning for Instruction – The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
• Standard Eight – Instructional Strategies – The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
• Standard Nine – Professional Learning – The teacher engages in ongoing individual and collaborative professional learning designed to impact practice in ways that lead to improved learning for each student, using evidence of student achievement, action research, and best practice to expand a repertoire of skills, strategies, materials, assessments, and ideas to increase student learning.
• Standard Ten – Leadership and Collaboration – The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
• Standard Eleven – Ethical Practice – The teachers acts in accordance with legal and ethical responsibilities and uses integrity and fairness to promote the success of all students.
• What do the NJPST mean for me?

The NJPST provides students with a framework for understanding the areas they need to become proficient in as they prepare to become New Jersey certified teachers.

• Who should I contact if I need support with physical and/or cognitive disabilities?

Office of Specialized Services

Location: C-Wing, Room 205
Telephone: 201-684-7514
Email: oss@ramapo.edu

• Who should I contact if I need support with physical and/or mental health questions and concerns?

The Center for Health and Counseling Services provides a variety of services to students concerned about their physical or mental wellness: https://www.ramapo.edu/chcs/

Not feeling well? Stop by Health Services and schedule an appointment. They have a variety of professionals to assist in treating health issues and other problems facing students.

Health Services

Location: South Gate entrance at the corner of Route 202 and Hornbeam Road
Telephone: (201) 684-7536
https://www.ramapo.edu/health/

Counseling Services are available to all students, both residential and commuter. All counselors are professionally trained and sessions are confidential and free.

Counseling Services

Location: Building D, room D-216 (entrance behind stairwell on left)
Telephone: (201) 684-7522
https://www.ramapo.edu/counseling/

With the introduction of the Substance Use Disorder (SUD) Program, Ramapo College is committed to providing a safe, healthy learning environment for all its members and to reducing the harm associated with alcohol and other drug use by students, faculty, and staff.

Substance Use Disorder (SUD) Program

Location: Building D, room D-216 (entrance behind stairwell on left)
Telephone: (201) 684-7522
https://www.ramapo.edu/sud/

• Who should I contact if I need support with safety questions and concerns?

The Public Safety Department is staffed 24 hours a day, 7 days a week, 365 days a year. Its 32 employees utilize foot and vehicle patrols to observe and report situations or activities which may pose a danger to persons or property.

Campus Public Safety Emergency: (201) 684-6666
Non-Emergency Calls: (201) 684-7432/33
Location: Ground Floor, C-Wing, C-102
https://www.ramapo.edu/publicsafety/

• Who should I contact if I need support with reading and writing skills?

The Center for Reading and Writing offers one-on-one, face-to-face consulting sessions in writing, reading, and study skills: https://www.ramapo.edu/crw/

Center for Reading and Writing

Location: Linden Hall, Second Floor, Room 211
Email: crw@ramapo.edu
https://www.ramapo.edu/crw/ 

• Who should I contact if I need support with financial questions and concerns?

Financial Aid can answer your questions regarding Grants, Loans, and Work/Study and assist with the requirements and applications to help Ramapo students pay for college: https://www.ramapo.edu/finaid/

Financial Aid

Office: E-210
Telephone: (201) 684-7549
Email: finaid@ramapo.edu
https://www.ramapo.edu/finaid/

Speak with the Office of Student Accounts about your bill, payments or tuition payment plans: https://www.ramapo.edu/student-accounts/

Office of Student Accounts

Location: D-Wing, First Floor
Telephone: (201) 684-7495
Email: studentaccts@ramapo.edu
https://www.ramapo.edu/student-accounts/

• Who should I contact if I need support with residential (dorm) questions and concerns?

Office of Residence Life

Telephone: (201) 684-7461
Email: reslife@ramapo.edu

• Who should I contact if I have concerns with Ramapo College requirements, advisement, coursework, assessments, instructors and staff outside of the Teacher Education & Certification Program?

Please contact your major advisor and/or the dean of the School associated with your major:

Aaron R.S. Lorenz, Ph.D., Dean, School of Social Science & Human Services

Telephone: (201) 684-7624
Email: alorenz@ramapo.edu

Peter Campbell, Ph.D., Interim Dean, School of Contemporary Arts

Telephone: (201) 684-7363
Email: pcampbel@ramapo.edu

Edward Petkus, Ph.D., Dean, Anisfield School of Business

Telephone: (201) 684-7377
Email: epetkus@ramapo.edu

Susan Hangen, Ph.D., Interim Dean, School of Humanities & Global Studies

Telephone: (201) 684-7562
Email: shangen@ramapo.edu

Edward Saiff, Ph.D., Dean, School of Theoretical & Applied Science

Telephone: (201) 684-7734
Email: esaiff@ramapo.edu

To access Appendices, please click on the following link: 2022-2023 TE Handbook Appendices