N.J. Admin. Code § 6A:9B-11.2 - Preschool through grade three

(a) Candidates for the preschool through grade three endorsement shall complete all certification requirements at N.J.A.C. 6A:9B-8 and the endorsement requirements at N.J.A.C. 6A:9B-9, and:

1. Shall be exempt from the subject course requirements at N.J.A.C. 6A:9B-9.1(a)1 and instead shall complete:

i. A liberal arts, science, dual-content, or interdisciplinary academic major; or

ii. A minimum of 60 semester-hour credits in liberal arts and/or science.

(1) Candidates for the preschool through grade three endorsement who enter an educator preparation program on or after September 1, 2025, shall complete a minimum of 30 semester-hour credits in core-content subject areas, including English, mathematics, social studies/history, and/or science.

2. For candidates seeking a CEAS with a preschool through grade three endorsement, who enter an educator preparation program on or before August 31, 2025, shall complete the requirements at (a)1 above and a preschool through grade three educator preparation program at an accredited college or university; and

i. CEAS candidates who enter a preschool through grade three educator preparation program on or after September 1, 2025, shall complete the requirements at (b) below.

3. Provisional teachers holding a CE with a preschool through grade three endorsement shall choose to complete either 350 hours of formal instruction, pursuant to N.J.A.C. 6A:9A-5.4(a)1, or 24 semester-hour credits of preschool through grade three pedagogy at a Department-approved New Jersey college or university program. Instruction through either choice shall include:

i. Child development and learning, including studies designed to foster understanding of the dynamic continuum of development and learning in children from birth through age eight. Required topics are cognitive and linguistic factors that affect learning and development; the creation of a climate that fosters and nurtures diversity and equitable opportunities for all children, including children who are multilingual learners and children with disabilities, and that addresses multiple intelligences and diverse learning styles; the integration of play; and language and literacy across the curriculum;

ii. Understanding family and community, including studies designed to foster an understanding of the significant roles of families and communities. Required topics are the recognition of children at risk; the establishment of linkages with community resources to support families; the recognition and acceptance of diverse family units, including family participation on the educational team; the impact of children's homes, communities, health and cultural experiences on development and learning; and comprehension of social, historical, political, legal and philosophical constructs that impact upon children, families and communities; and

iii. Curriculum and assessment, including studies designed to foster an understanding of the importance of implementing developmentally appropriate principles and practices. Required topics include the NJSLS and early childhood program expectations; responsiveness to cultural and linguistic differences with an equitable and individualized focus; activities designed to foster intellectual stimulation through play; implementation of developmentally appropriate techniques of guidance and group management to create a safe classroom environment; and assessment that is multidimensional, ongoing, and performance based.

(b) Candidates seeking a CEAS with a preschool through grade three endorsement who enter an educator preparation program on or after September 1, 2025, shall complete the requirements at (a)1 above and a preschool through grade three educator preparation program that includes at least 30 credits as documented on a transcript from an accredited college or university in the following coursework and/or clinical experiences:

1. Six to nine credits, or equivalent, that focus on developing the pedagogical content knowledge for teaching mathematics to preschool and elementary students and that shall focus on the following:

i. Cognitively guided mathematic instruction;

ii. Assessment of, and remediation for, difficulties in mathematics;

iii. The use of mathematical practices in instruction;

iv. Building the underlying mathematical conceptual knowledge of educators; and

v. The integration of literacy skills in mathematics;

2. Twelve to 15 credits, or equivalent, that focus on developing the pedagogical content knowledge for teaching reading and literacy to preschool and elementary students. The courses shall include the following:

i. Developing the pedagogical content knowledge and conceptual framework for teaching early literacy skills or foundational reading skills, including, but not limited to, phonics, phonemic awareness, vocabulary, reading comprehension, fluency, and concepts of print;

ii. Strategies for teaching reading comprehension, writing, speaking, and listening to preschool and early elementary students;

iii. Multicultural, multilingual, and diverse literature;

iv. Assessment for, and planning of, remedial instruction to address reading problems for early and emergent readers, and assessment and screening of early reading difficulties; and

v. Foundations of speech language development, including screening and support of students with speech/language, articulation, and communication disorders;

3. Coursework that focuses on developing the pedagogical content knowledge for teaching science and social studies to preschool and elementary students and that emphasizes the integration of literacy skills in science and social studies;

4. Coursework that addresses child development and learning, including studies designed to foster understanding of the dynamic continuum of development and learning in children from birth through age eight. The coursework shall include:

i. Cognitive and linguistic factors that affect learning and development;

ii. The creation of a climate that fosters and nurtures diversity and equitable opportunities for all children, including children who are multilingual learners and children with disabilities, and that addresses multiple intelligences and diverse learning styles;

iii. The integration of play; and

iv. Language and literacy across the curriculum;

5. Coursework that addresses understanding family and community, including studies designed to foster an understanding of the significant roles of families and communities. The coursework shall include:

i. Recognition of children at risk;

ii. The establishment of linkages with community resources to support families;

iii. The recognition and acceptance of diverse family units, including family participation in their child's education;

iv. The impact of children's homes, communities, health, and cultural experiences on development and learning; and

v. Comprehension of social, historical, political, legal, and philosophical constructs that impact children, families, and communities; and

6. Coursework that addresses curriculum and assessment, including studies designed to foster an understanding of the importance of implementing developmentally appropriate principles and practices. The coursework shall include:

i. The NJSLS and the New Jersey Preschool Teaching and Learning Standards;

ii. Understanding cultural and linguistic differences with an equitable and individualized focus;

iii. Activities designed to foster intellectual stimulation through play;

iv. Implementation of developmentally appropriate techniques of guidance and group management to create a safe classroom environment; and

v. Assessment that is multi-dimensional, ongoing, and performance based.

(c) A provisional teacher holding a CE with a preschool through grade three endorsement who begins teaching provisionally on or after September 1, 2025, shall complete a Department-approved New Jersey college or university program pursuant to (b) above.

(d) A teacher holding a standard elementary school endorsement valid in preschool through grade eight issued no later than March 1, 2008, with the equivalent of two academic years of full-time experience teaching three- and four-year-olds under the certificate may teach children in preschool in a public school or a Department of Children and Families facility. The teaching experience shall be in a position that would require the preschool through grade three endorsement. Teachers meeting this criteria shall present documentation that supports the preschool teaching experience when newly employed in a school district or a Department of Children and Families facility. The school district or the Department of Children and Families facility shall maintain a copy of the documentation that supports the preschool teaching experience.

(e) A standard certificate with a preschool through grade three endorsement authorizes the holder to teach preschool through third grade in all school districts pursuant to N.J.A.C. 6A:9B-9.3(b)4.

Notes

N.J. Admin. Code § 6A:9B-11.2

Amended and recodified from N.J.A.C. 6A:9B-10.1 by 47 N.J.R. 2989(a), effective 12/7/2015 Administrative Change, 48 N.J.R. 1802(a). Amended by 55 N.J.R. 853(a), effective 5/1/2023 Administrative Change, 56 N.J.R. 890(a) effective 4/22/2024