A DIVERSITY RECRUITMENT PARTNERThe College of New Jersey
The School of Education provides high-quality academic programs to students studying at the undergraduate and graduate levels. With a legacy in education innovation dating to 1855, we are equally committed to our students and our profession. We prepare teachers, counselors, and school administrators who are critical thinkers and capable researchers. As lifelong learners, our graduates are poised to lead positive change throughout their careers, even as educational issues and practices evolve.
TCNJ believes in the transformative power of education to develop critical thinkers, responsible citizens, and lifelong learners and leaders. The College empowers its diverse students, staff, and faculty to sustain and enhance their communities both locally and globally.
The College of New Jersey (TCNJ) is a highly selective institution that is consistently recognized as one of the top comprehensive colleges in the nation. Founded in 1855 as the New Jersey State Normal School, TCNJ maintains the seventh highest four-year graduation rate among all public colleges and universities.
Diversity, Equity & Inclusion
The campus community of The College of New Jersey is composed of people with diverse backgrounds, perspectives, and experiences. Given the increasing diversity of the population of the United States and the cultural effects of globalization, we must continually build upon our efforts to ensure that all perspectives can be expressed. Our commitment to inclusiveness means that the campus community will constantly evaluate college policies, procedures and practices to remove those barriers that may affect our ability to be a welcoming and safe environment.
The TCNJ Advisory Commission on Social Justice: Race and Educational Attainment (the Commission) is charged with examining race relations in The College of New Jersey’s history with the Ewing-Trenton area. The Commission’s goal is to present a clear statement of TCNJ’s past and actionable plans for addressing questions of equity and social justice.
TCNJ graduate programs serve a diversity of students and their many interests. We offer more than 20 master’s degrees, as well as non-degree certificates at post-bachelor’s and post-master’s levels. Stressing critical thinking, intellectual integrity, and professional collaboration, our programs ensure the best possible preparation for your career goals.
Gain extensive training and education for early childhood teaching certification, with a focus on shaping young learners. Our fully accredited programs for initial certification prepare exemplary teachers who inspire learners and build communities. The Master of Arts in Teaching (MAT) degree is specifically designed for students without teaching licensure.
School principals and leaders must understand and successfully confront the multiple educational challenges posed by twenty-first century conditions and contexts. Our fully accredited programs for certification are designed for college graduates who are already working in an education setting. Graduates are actively recruited across the state and the nation.
Under the auspices of the President, the Office of Institutional Diversity, Equity, and Inclusion (OIDEI) provides institutional leadership in enhancing respectful, diverse and inclusive work and learning environments at The College of New Jersey Community. OIDEI serves as a partner with all campus offices as each area makes its unique contribution to the overall inclusivity of the campus community.
Virtual Tour of TCNJ
The Teacher Education Council, convened by the Dean of the School of Education, monitors trends in teacher education; disseminates information regarding state and federal regulations pertaining to TCNJ students preparing to be educational professionals; implements accreditation standards for teacher preparation programs, state certification requirements for educational professionals, and local, state and federal educational policies; reviews and approves teacher education program requirements, and makes recommendations Governance 2017 19 to CAP and/or GSC when appropriate; and serves as an intermediary between school curriculum committees and the Steering Committee.
We commit to treating each other with civility and respect, and working together in a spirit of fairness and cooperation. Our individual commitment to inclusiveness requires that each of us becomes aware of our own assumptions about human behaviors, biases, preconceived notions and personal limitations. Collectively, we will have honest, yet respectful, discussions regarding different points of view pertaining to values and cultural issues. In our individual spheres of influence, we will engage in dialogue, activities, gatherings and conversations to ensure that we live out our commitment to inclusiveness. When we inspire those within our circles of influence to promote the importance of inclusiveness, we are poised to influence not only our campus, but also our local, national, and global communities.