New Jersey Professional Standards for Teachers


The Program in Teacher Preparation bases its general requirements and course work on the Professional Standards for Teachers, developed by the New Jersey Department of Education, that are part of the state’s official licensure code.  These standards are derived from the national Model Standards for Beginning Teacher Licensing that were developed by the Interstate New Teacher Assessment and Support Consortium (INTASC), a group composed of state education agencies, higher education institutions, and national educational organizations dedicated to the reform of the education, licensing, and on-going professional development of teachers. These standards reflect the professional consensus of what beginning teachers should know and be able to do, and they provide the framework for the rubrics developed and used by the Program in Teacher Preparation to assess students’ preparedness for receiving a teaching certificate.  When students are admitted to the program, they receive a complete copy of the standards including the overarching standards listed below and the performance indicators associated with each standard.

1. Subject Matter Knowledge and Pedagogy

Teachers shall understand the central concepts, tools of inquiry, structures of the discipline, especially as they relate to the New Jersey Core Curriculum Content Standards (CCCS), and design developmentally appropriate learning experiences making the subject matter accessible and meaningful to all students.

2. Human Growth and Development

Teachers shall understand how children and adolescents develop and learn in a variety of school, family and community contexts and provide opportunities that support their intellectual, social, emotional and physical development.

3. Diverse Learners

Teachers shall understand the practice of culturally responsive teaching.

4. Instructional Planning and Strategies

Teachers shall understand instructional planning, design long and short term plans based upon knowledge of subject matter, students, community, and curriculum goals, and shall employ a variety of developmentally appropriate strategies in order to promote critical thinking, problem solving and the performance skills of all learners. 

5. Assessment

Teachers shall understand and use multiple assessment strategies and interpret results to evaluate and promote student learning and to modify instruction in order to foster the continuous development of students.

6. Learning Environment

Teachers shall understand individual and group motivation and behavior and shall create a supportive, safe and respectful learning environment that encourages positive social interaction, active engagement in learning and self-motivation.

7. Students with Special Needs

Teachers shall adapt and modify instruction to accommodate the special learning needs of all students.

8. Communication

Teachers shall use knowledge of effective verbal, nonverbal and written communication techniques and the tools of information literacy to foster the use of inquiry, collaboration and supportive interactions.

9. Collaboration and Partnerships

Teachers shall build relationships with parents, guardians, families and agencies in the larger community to support students’ learning and well-being.

10. Professional Development

Teachers shall participate as active, responsible members of the professional community, engaging in a wide range of reflective practices, pursuing opportunities to grow professionally and establishing collegial relationships to enhance the teaching and learning process.


Teachers shall promote the success of all students by acting with integrity, fairness, and in an ethical manner.

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Program in Teacher Preparation, 41 William Street, Princeton, NJ 08540
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