Additional Requirements for Certification

Physiology and Hygiene Requirement

In addition to the University requirements for initial teaching certification, the state has a physiology and hygiene requirement which a candidate must complete in order to be recommended to the state for certification upon completion of a certification program. A list of courses satisfying this requirement for undergraduates is provided below, although students can also opt to take a free physiology and hygiene test at a county office of education. If you choose to take the test, we recommend that you do so no later than 1 year prior to completion of your certification program to allow time for the state to process your test. Test results must be submitted to the Office of the Registrar. Transfer students are encouraged to talk to an advisor in the University’s Academic Advising Center to determine if a transfer course meets this requirement.

MSU Courses which satisfy the New Jersey Department of Education Physiology and Hygiene requirement for Teacher Certification are as follows:

Biology Department

BIOL 100    Biological Sciences, non-majors only (satisfies 1983 GER* Natural/Physical Science, non-lab or lab
                 & satisfies 2002 Gen Ed** Natural/Physical Science, lab)
BIOL 107    Biology for Survival (satisfies 1983 GER* Natural/Physical Science, non-lab only)
BIOL 110    Biology of Human Life (satisfies 1983 GER* Natural/Physical Science, non-lab or lab &
                  satisfies 2002 Gen Ed** Natural/Physical Science, lab)
BIOL 215    Human Heredity (satisfies 1983 GER* Natural/Physical Science, non-lab only)
BIOL 240    Mammalian Anatomy and Physiology I, not for Biology majors
BIOL 241    Mammalian Anatomy and Physiology II, not for Biology majors
BIOL 243    Human Anatomy and Physiology
BIOL 380    Genetics

Health and Nutrition Sciences Department

HLTH 101    Personal Health Issues (satisfies 1983 GER* Personal/Professional Issues)
HLTH 150    Principles & Practices of Emergency Care
HLTH 207    Safety, Accidents and Emergency Care
HLTH 210    Consumer Health (satisfies 1983 GER* Contemporary Issues)
HLTH 213    Perspective on Drugs (satisfies 1983 GER* Contemporary Issues)
HLTH 220    Mental Health (satisfies 1983 GER* Personal/Professional Issues)
HLTH 290    Human Sexuality (satisfies 1983 GER* Personal/Professional Issues)
HLTH 307    The Study of Human Diseases
HLTH 315    Public Health
HLTH 330    Foundations of Health Education
HLTH 411    School Health and Community Services
HLTH 430    Health Counseling
NUFD 182    Nutrition (satisfies 1983 GER* Natural/Physical Science, non-lab only)
NUFD 192    Nutrition with Laboratory (for some majors an approved Gen Ed Natural/Physical Science Lab.
                 Students should consult their advisors.)

Honors Program Courses

HONP 210    Honors Seminar in Science I (satisfies 1983 GER* Natural/Physical Science, non-lab or lab
                 & 2002 Gen Ed** Natural/Physical Science, lab)
HONP 211    Honors Seminar in Science II (satisfies 1983 GER* Natural/Physical Science, non-lab
                 & satisfies 2002 Gen Ed** Contemporary Issues I Scientific Issues)

* Satisfies the 1983 General Education Requirement (GER) for full-time and part-time students who began their studies at Montclair State University in Summer/Fall 1983 through Spring 2002 and transfer students entering Montclair State University in Fall 1985 through Spring 2005.

** Satisfies the Gen Ed 2002 Requirement for full-time and part-time freshmen students who began their studies at Montclair State University in Fall 2002 or thereafter and transfer students entering Montclair State University in Fall 2005 or thereafter.

This list was accurate as of August 2008.

HIRR Requirement (1983 General Education students only)

Students who follow the 1983 General Education Requirements (GER) are still required to fulfill the Human and Intercultural Relations Requirement (HIRR) according to the guidelines published in the 2002-2004 undergraduate catalog. Regardless of the course a teacher education student uses to fulfill the basic HIRR, we encourage students to continue to explore issues of diversity and social justice in their future studies.

PRAXIS II Test Policy

The New Jersey Department of Education requires candidates for instructional certificates to achieve a minimum score on specific sections of The Praxis II series of tests prior to certification. Information regarding which tests to register for and how to register is available in University Hall, Suite 1160. Students are urged to take the required Praxis test(s) as soon as they become eligible to do so, i.e., after they have achieved senior status (90 s.h.). Scores must be sent directly from ETS to the University as well as to the New Jersey Department of Education. Students in the Teacher Education Program must submit passing scores for all required Praxis II tests prior to student teaching.

• If you plan to student teach in a Fall semester, you must submit your passing score(s) by that August 15th.
• If you plan to student teach in a Spring semester, you must submit your passing score(s) by that January 8th.

The tests that need to be taken and passing scores are determined by the state and are subject to change. "Passing" means a score that is considered passing by the state at the time student teaching begins. Students who have not passed all of the required Praxis tests and submitted the scores to Teacher Education Admissions and Retention by the appropriate deadline will not be eligible to student teach as scheduled. Fall student teachers should note that June is the last possible time to take the test – the August test date is too late.

The Praxis policy is in place primarily to help ensure that students do not complete their certification program at MSU without passing the required Praxis tests and therefore without being recommended to the state for certification by the University. The Center of Pedagogy offers students Praxis review sessions and other supports to assist them in passing the test. Students who have test-taking difficulties or any other concerns regarding the Praxis tests are strongly advised to take the tests far enough in advance of student teaching to be able to retake a test if needed. Should a student not pass the tests prior to student teaching, he or she will have the opportunity to discuss alternatives with Teacher Education Admissions and Retention.

Portrait of a Teacher

In selecting students for the Teacher Education Program, Montclair State University uses criteria which are related to the kinds of knowledge, abilities, dispositions and character we expect graduates of our Program to possess. The "Portrait of a Teacher" outlined below is a model toward which students in the Program strive. In making decisions on acceptance to the Program, faculty consider such criteria as GPA, knowledge of content of major area of study, commitment to teaching and its varied responsibilities and communication abilities, both written and oral. These criteria enable faculty to assess the likelihood that candidates will achieve the goals inherent in the "Portrait of a Teacher."

The Montclair State University community is committed to the continuing development of teachers who exemplify the character, dispositions and habits of mind reflected in this portrait. They:

1. Have expert knowledge of the disciplines they will teach and can use various strategies, including media and technology, for creating learning experiences that make the subject matter accessible and meaningful to all students.
2. Understand how children and adolescents learn and develop in a variety of school, family and community contexts, and can provide learning opportunities that support their students’ intellectual, social, and personal development.
3. Understand the practice of culturally responsive teaching. They understand that children bring varied talents, strengths, and perspectives to learning; have skills for learning about the diverse students they teach; and use knowledge of students and their lives to design and carry out instruction that builds on students’ individual and cultural strengths.
4. Plan instruction based upon knowledge of subject matter, students, families, communities, and curriculum goals and standards; and taking into account issues of class, gender, race, ethnicity, language, sexual orientation, age, and special needs in designing instruction.
5. Understand critical thinking and problem solving, and create learning experiences that promote the development of students’ critical thinking and problem solving skills and dispositions.
6. Understand principles of democracy and plan and carry out instruction that promotes democratic values and communication in the classroom.
7. Understand and use multiple forms of assessment to promote the intellectual, social, and physical development of learners and to inform instruction.
8. Create a community in the classroom that is nurturing, caring, safe, and conducive to learning.
9. Are reflective practitioners who continually inquire into the nature of teaching and learning, reflect on their own learning and professional practice, evaluate the effects of their choices and actions on others, and seek out opportunities to grow professionally.
10. Build relationships with school colleagues, families, and agencies in the community to support students’ learning and well-being, and work to foster an appreciation of diversity among students and colleagues.
11. Possess the literacy skills associated with an educated person; can speak and write English fluently and communicate clearly.
12. Develop dispositions expected of professional educators. These include belief in the potential of schools to promote social justice; passion for teaching; and commitment to ensuring equal learning opportunities for every student, critical reflection, inquiry, critical thinking, and life-long learning, the ethical and enculturating responsibilities of educators, and serving as agents of change and stewards of best practice.

Program Retention and Successful Completion