Academics

Teacher Education and Teacher Development

PhD • Doctoral

A teacher presents to fellow faculty at a conference at Montclair State University.

If you’re ready to shape the future of education through research, policy, and leadership, Montclair’s PhD in Teacher Education and Teacher Development will prepare you to become a scholar and change-maker in the field.

The first program of its kind in the region and one of only a handful in the nation, this doctoral degree is designed for educators, teacher educators, and researchers who want to study how teachers learn, grow, and lead throughout their careers. You’ll engage in advanced coursework on teacher preparation, professional development, curriculum theory, and educational equity – while developing the research skills to address complex issues facing schools and communities.

Working closely with distinguished faculty, you’ll design and conduct original research that contributes to the knowledge base on teaching and learning. The program emphasizes qualitative and quantitative methodologies, preparing you for careers in higher education, policy analysis, school leadership, or research organizations.

With a cohort-based model and opportunities for collaboration across disciplines, you’ll join a vibrant scholarly community committed to improving education at every level. Graduates emerge ready to influence teacher education locally, nationally, and globally.

If you want to lead through knowledge creation and innovation, Montclair’s PhD in Teacher Education and Teacher Development is your path forward. See the curriculum.

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Coursework Breakdown

Take a look at what you’ll study in this rigorous doctoral program – the only one of its kind in the northeast region.

Overview

Here’s how your 60 semester hours will be distributed:

6 semester hours
Proseminars designed to introduce students to the central questions in teacher education and teacher development.
21 semester hours
Core courses intended to cultivate specialized knowledge and skills regarding the design and implementation of programs of pre-service teacher preparation, induction of novice teachers, and the ongoing professional development of in-service teachers.
9 semester hours
Electives intended to give students options in deepening their understanding of specific areas in teacher education.
12 semester hours
Research courses that give participants the tools needed by critical consumers and producers of research.
12 semester hours
Dissertation research in which students demonstrate their ability to apply specialized knowledge in the field and research knowledge and skills to empirically investigate an important problem in teacher education.

Admissions Requirements

  • Applicants with non-U.S. degrees, please visit the International Applicants page to review the US degree equivalency information.
  • Application Deadline: February 1st – for Fall semester admission only.
  • Deposit Required: An enrollment deposit is required upon admission and will be applied to your first semester’s tuition.
  • Online Application: Submit application and $60 non-refundable fee (or waiver if applicable).
  • Letters of Recommendation: Three.
  • Resume: Required.
  • Standardized Test Scores: The GRE is not required for this program.
  • Essays/Personal Statements: Three (3) required, see prompts below.
Essay 1: Reflection on Core Assumptions About Teaching
  • Please review the core assumptions that inform the doctoral program in Teacher Education and Teacher Development (TETD), which are listed below. Collectively, these assumptions define the program’s vision regarding the goals of public education in a democracy, the functions of schools in a democratic society, the roles of teachers and teacher educators, and conceptions of teaching and learning to teach. From the list, select one assumption that has special meaning to you and respond to the following questions: Why is this assumption meaningful to you? How is it reflected in your own practice as an educator? (Give examples). (Maximum 900 words or three pages, double-spaced and typewritten.)Core Assumptions that Inform the TETD Doctoral Program:
  • In a democratic society, the central goal of public education is to prepare all students with equal care to take on the full responsibilities of citizenship in a competent manner and to maximize their educational opportunities and life chances.
  • Although schools often function to maintain the advantage of the socially powerful, they can potentially serve as sites of social transformation. Altering the inequities that are deeply ingrained in the fabric of schools demands a cadre of teachers who are adept at identifying inequalities in their own schools and classrooms, skilled in reconstructing the school and classroom culture to make it inclusive of all children, and committed to serving as change agents. This requires ongoing reflection and critical examination of common educational practices.
  • Teachers are moral actors. Every classroom decision they make has consequences for their students. They have the obligation to provide all students, not just some, with equal access to knowledge.
  • Teacher educators, like teachers, are also moral actors who must play a central role in transforming the educational system to make it equitable and just. They are responsible for preparing future and practicing teachers with the dispositions, knowledge and skills needed to interrupt inequitable policies and practices in schools and classrooms in order to help all students – not just some – achieve high levels of learning and maximize their life chances.
  • Learning does not entail the mere acquisition of new information. Rather, it is an active process by which learners infuse new ideas with meaning. In this interpretive process, learners draw on their prior knowledge and beliefs as they strive to make sense of new input.
  • Because students’ strengths and needs vary widely and are constantly changing, teaching does not lend itself to the application of a prescription for effective instruction. The use of a de-contextualized teaching formula assumes that children are so much alike that they will respond similarly and predictably to a common treatment. To be responsive to a diverse student population, teachers must make myriad decisions daily as they strive to tailor instruction to the students in their classes. This tailoring requires high levels of professional judgment and the ability to defend decisions on both pedagogical and ethical grounds.

Essay #2: Statement of Purpose
  • What draws you to the TETD program? How would getting a PhD in Teacher Education and Teacher Development advance your professional goals? (Maximum 600 words or two pages, double-spaced and typewritten.)

Essay #3: Statement of Research/Inquiry
  • Building on the most current research, the TETD curriculum is designed to provide program participants with the knowledge, skills and orientations needed to prepare the next generation of successful teachers, design and implement cutting edge induction programs for novice teachers, and offer substantive professional development opportunities for all practicing teachers. Issues of equity and excellence in education are a theme throughout the curriculum. In light of this overview of the curriculum, what two questions might you explore as part of your coursework in the TETD program? Why do you consider these questions important? (Maximum 600 words or 2 pages, double-spaced and typewritten.)

Featured Faculty

Get in contact with the PhD in Teacher Education and Teacher Development team if you have any questions about the program, its courses or its academic requirements.

Questions? We’re Here to Help.

For questions about this program or information about how to enroll, please contact the Office of Graduate Admissions.

Office of Graduate Admissions

Get guidance on every step of the application process, from admission requirements and deadlines to transcripts, test scores and next steps toward enrollment. The Office of Graduate Admissions provides the information and resources needed to put forward a strong application.

Program Director: Dr. Monica Taylor

Get detailed information about the program itself—from curriculum and faculty expertise to research, internships and career outcomes. The program director can explain how the program connects to your academic and professional goals.

Next Steps

Wherever you learn—on campus or online—Montclair State University offers the programs, community and support to help you reach your goals. Take the next step today.

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