School of Education & Humanities
Centenary University offers a variety of graduate programs developed for educators of all ages and disciplines
Our degrees focus on leadership and literacy instruction skills, special needs education and contemporary educational practices. Programs are offered in a variety of formats (hybrid, online) punctuated by smart in person classes at convenient New Jersey locations.
Bachelor of Arts in Digital Humanities
Bachelor of Arts in English: Creative Writing
Bachelor of Arts in English: Professional Writing
Bachelor of Arts in English: Humanities
Bachelor of Arts in English: Digital Humanities
Bachelor of Science in Education: Biology
Bachelor of Arts in Education: English (K-12)
Bachelor of Science in Education: Mathematics
Bachelor of Arts in Education: Social Studies
Bachelor of Arts in Theatre Arts: Education
Master of Arts in Education: Educational Leadership
Master of Arts in Education: Instructional Leadership
Master of Arts in Special Education
Master of Education in Educational Practice
Master of Education in Literacy Instruction: Supervisor Licensure
Master of Education in Literacy Instruction: ESL Certificate
The Education Programs at Centenary University are accredited by the Council for Accreditation of Education Preparation.
The Education Programs are currently accredited through December 2029.
Expected reaccreditation: May 2028.
All programs are approved by the New Jersey Department of Education.
Centenary University has the following education programs and certifications:
Undergraduate Teacher Preparation Program Certifications:
• Elementary School Teacher Grades K-6
• Preschool – Grade 3
• Teacher of Students with Disabilities (requires a K-6, P-3, or Teacher of certificate)
• Middle School Language Arts (requires a K-6, P-3, or Teacher of certificate)
• Middle School Mathematics (requires a K-6, P-3, or Teacher of certificate)
• Middle School Science (requires a K-6, P-3, or Teacher of certificate)
• Middle School Social Studies (requires a K-6, P-3, or Teacher of certificate)
• Teacher of Biology
• Teacher of English
• Teacher of Mathematics
• Teacher of Social Studies
• Teacher of Theater
Graduate Educational Practices Program Certifications:
• Teacher Leader
Graduate Leadership Program Certifications:
• School Administrator
• Principal
• Supervisor
Graduate Literacy Instruction Program Certifications:
• Reading Specialist
• English as a Second Language
Graduate Special Education Program Certifications:
• Teacher of Students with Disabilities
• Learning Disabilities Teacher Consultant
Graduate School Counseling Certifications:
• School Counselor
Information is from completers who completed their respective programs in 2023-2024.
CAEP Component 4.1
Impact on P-12 learning and development
CAEP Component 4.2
Indicators of teaching effectiveness
Summative Score is based on multiple measures of student achievement and teacher practice.
85.7% highly effective
14.3% Effective
0% Partially Effective
0% Ineffective
0% Not Evaluated.
Teacher Practice Score is measured on a teacher practice instrument selected by the school district from NJDOE approved instruments.
86.7% Highly Effective
13% Effective
0% Partially Effective
0% Ineffective
0% Not Evaluated.
Teacher SGP Score measures student growth on the standardized language arts and mathematics tests.
60% Highly Effective
20% Effective
0% Partially Effective
20% Ineffective
0% Not Evaluated
Teacher SGO Score is a combined score for the teachers’ Student Growth Objectives and measured by the districts’ evaluation system.
71.4% Highly Effective
28.6% Effective
0% Partially Effective
0% Ineffective
0% Not Evaluated
Note: Preschool – 3rd grade teachers and 8th – 12th grades do not have a standardized test.
CAEP Component 4.3 and A.4.1
Satisfaction of employers and employment milestones
Employers were asked to rate completers in initial and advanced certification programs based on their meeting the
professional standards for their employment area.
Undergraduate Teacher Preparation Program
New Jersey Professional Standards for Teachers aligned to INTASC Standards for undergraduate teacher
preparation.
| Professional Standard for Teachers | N | Always | Almost always | To some extent | Not at all |
| 1: Learner Development | 7 | 14.29% | 42.86% | 28.57% | 14.29% |
| 2: Learning Differences | 7 | 14.29% | 57.14% | 14.29% | 14.29% |
| 3: Learning Environments | 7 | 42.86% | 28.57% | 14.29% | 14.29% |
| 4: Content Knowledge | 7 | 42.86% | 28.57% | 14.29% | 14.29% |
| 5: Application Content | 7 | 14.29% | 42.86% | 28.57% | 14.29% |
| 6: Assessment | 7 | 28.57% | 14.29% | 42.86% | 14.29% |
| 7: Planning for Instruction | 7 | 14.29% | 42.86% | 28.57% | 14.29% |
| 8: Instructional Strategies | 7 | 14.29% | 57.14% | 14.29% | 14.29% |
| 9: Professional Learning | 7 | 28.57% | 42.86% | 0% | 28.57% |
| 10: Leadership Collaboration | 7 | 14.29% | 42.86% | 28.57% | 14.29% |
| 11: Ethical Practices | 7 | 28.57% | 57.14% | 0% | 14.29% |
Graduate Teacher Leader Program
Teacher Leader Model Standards
| Professional Standard For Teacher Leaders | N | Always | Almost always | To some extent | Not at all |
| Domain 1: Fostering a Collaborative Culture to Support Educator Development and Student Learning | 1 | 100% | 0% | 0% | 0% |
| Domain 2: Accessing and Using Research to Improve Practice and Student Learning | 1 | 100% | 0% | 0% | 0% |
| Domain 3: Promoting Professional Learning for Continuous Development | 1 | 100% | 0% | 0% | 0% |
| Domain 4: Facilitating Improvements in Instruction and Student Learning | 1 | 100% | 0% | 0% | 0% |
| Domain 5: Promoting the Use of Assessments and Data for School and District Improvement | 1 | 100% | 0% | 0% | 0% |
| Domain 6: Improving Outreach and Collaboration with Families and Community | 1 | 100% | 0% | 0% | 0% |
| Domain 7: Advocating for Student Learning and the Profession | 1 | 100% | 0% | 0% | 0% |
Graduate Leadership Program
New Jersey Professional Standards for Educational Leaders
| Professional Standard for Educational Leaders | N | Always | Almost always | To some extent | Not at all |
| 1: Missions, Vision, & Core Values | 4 | 75% | 25% | 0% | 0% |
| 2: Ethical & Professional Norms | 4 | 75% | 25% | 0% | 0% |
| 3: Equity & Cultural Responsiveness | 4 | 50% | 50% | 0% | 0% |
| 4: Curriculum, Instruction, & Assessment | 4 | 50% | 25% | 25% | 0% |
| 5: Community of Care & Support for Students | 4 | 100% | 0% | 0% | 0% |
| 6: Professional Capacity of School Personnel | 4 | 50% | 25% | 25% | 0% |
| 7: Professional Community for Teachers & Staff | 4 | 50% | 25% | 25% | 0% |
| 8: Meaningful Engagement of Families & Community | 4 | 25% | 75% | 0% | 0% |
| 9: Operations & Management | 4 | 25% | 75% | 0% | 0% |
| 10: School Improvement | 4 | 50% | 25% | 25% | 0% |
Graduate Special Education Program
CEC Standards for Advanced Programs
| CEC Standard | N | Always | Almost always | To some extent | Not at all |
| 1: Challenging Expectations | 1 | 100% | 0% | 0% | 0% |
| 2: Professional Competence & Judgement | 1 | 100% | 0% | 0% | 0% |
| 3: Meaningful and inclusive participation of Individuals with Exceptionalities | 1 | 100% | 0% | 0% | 0% |
| 4: Collegiality | 1 | 100% | 0% | 0% | 0% |
| 5: Relationships with Families | 1 | 100% | 0% | 0% | 0% |
| 6: Use of data and research | 1 | 100% | 0% | 0% | 0% |
| 7: Physical and psychological safety | 1 | 100% | 0% | 0% | 0% |
| 8: Does not tolerate harmful practices | 1 | 100% | 0% | 0% | 0% |
| 9: Professional ethics, standards, & policies | 1 | 100% | 0% | 0% | 0% |
| 10: Advocates for professional conditions & resources | 1 | 100% | 0% | 0% | 0% |
| 11: Engages in the improvement of the profession | 1 | 100% | 0% | 0% | 0% |
| 12: Participates in the growth of dissemination of professional knowledge and skills | 1 | 100% | 0% | 0% | 0% |
Graduate Literacy Instruction Program
ILA Standard for Literacy Professionals
| ILA Standard of Literary Specialist | N | Always | Almost always | To some extent | Not at all |
| 1: Foundational Knowledge | 7 | 57.14% | 28.57% | 14.29% | 0% |
| 2: Curriculum & Instruction | 7 | 57.14% | 28.57% | 14.29% | 0% |
| 3: Assessment & Evaluation | 7 | 57.14% | 28.57% | 14.29% | 0% |
| 4: Diversity | 7 | 57.14% | 28.57% | 14.29% | 0% |
| 5: Literate Environment | 7 | 28.57% | 42.86% | 28.57% | 0% |
| 6: Professional Learning & Leadership | 7 | 71.43% | 14.29% | 14.29% | 0% |
Graduate School Counseling
ASCA Professional Standards and Competencies
| ASCA Professional Standard | N | Always | Almost always | To some extent | Not at all |
| Applies developmental, learning, counseling, and education theories to their practice. | 1 | 0% | 100% | 0% | 0% |
| Demonstrates understanding of educational systems, legal issues, research and trends in education. | 1 | 100% | 0% | 0% | 0% |
| Applies legal and ethical principles of the school counseling profession to their work. | 1 | 100% | 0% | 0% | 0% |
| Applies school counseling professional standards and competencies to their work. | 1 | 0% | 100% | 0% | 0% |
| Uses ASCA Mindsets & Behaviors for Student Success to inform the implementation of a school counseling program. | 1 | 0% | 0% | 0% | 0% |
| Demonstrates an understanding of the impact of cultural, social and environmental influences on student success and opportunities in their work. | 1 | 0% | 0% | 0% | 0% |
| Demonstrates leadership through the development and implementation of a school counseling program. | 1 | 0% | 0% | 0% | 0% |
| Demonstrates advocacy for a school counseling program. | 1 | 0% | 0% | 0% | 0% |
| Helps create systemic change through the implementation of a school counseling program. | 1 | 0% | 0% | 0% | 0% |
| Designs and implements instruction aligned to ASCA Mindsets & Behaviors for Student Success in large-group, small-group and individual settings. | 1 | 0% | 0% | 0% | 0% |
| Provides appraisal and advisement in large-group, small-group and individual settings. | 1 | 0% | 0% | 0% | 0% |
| Provides short-term counseling in small-group and individual settings. | 1 | 0% | 0% | 0% | 0% |
| Consults to support student achievement and success. | 1 | 0% | 0% | 0% | 0% |
| Collaborates with families, teachers, administrators, other school staff and education stakeholders for student achievement and success. | 1 | 0% | 0% | 0% | 0% |
| Creates with families, teachers, administrators, other school staff and education stakeholders for student achievement and success. | 1 | 0% | 0% | 0% | 0% |
| Creates school counseling program beliefs, vision and mission statements aligned with the school and district. | 1 | 0% | 0% | 0% | 0% |
| Identifies gaps in achievement, attendance, discipline, opportunity and resources. | 1 | 0% | 0% | 0% | 0% |
| Develops annual student outcome goals based on student data. | 1 | 0% | 0% | 0% | 0% |
| Develops and implements action plans aligned with annual student outcome goals and student data. | 1 | 0% | 0% | 0% | 0% |
| Assesses and reports program results to the school community. | 1 | 0% | 0% | 0% | 0% |
| Uses their time appropriately according to national recommendations and student/school data. | 1 | 0% | 0% | 0% | 0% |
| Establishes agreement with the principal and other administrators about the school counseling program. | 1 | 0% | 0% | 0% | 0% |
| Involved with the establishment and management of an advisory council for the school counseling program. | 1 | 0% | 0% | 0% | 0% |
| Use appropriate school counselor performance appraisal processes. | 1 | 0% | 0% | 0% | 0% |
CAEP Component 4.4 and A.4.2
Satisfaction of completers
Satisfaction of completers in the Undergraduate Teacher Preparation Program is measured through a state survey
asking about courses and fieldwork increasing confidence in their ability to plan, deliver, assess, and reflect on
their classroom practice and recommend the program to others.
We want you to reflect upon coursework in your educator preparation program. Please select from the response
scale, your level of agreement as to how well your educator preparation program has prepared you for the
following elements of instruction.
Question 1: Courses taken within my educator preparation program increased my confidence in my ability to plan
a lesson in a classroom.
Question 2: Courses taken within my educator preparation program increased my confidence in my ability to
deliver a lesson in the classroom.
Question 3: Courses taken within my educator preparation program increased my confidence in my ability to
assess a lesson in the classroom.
Question 4: Courses taken within my educator preparation program increased my confidence in my ability to
reflect upon a lesson delivered in the classroom.
| N | Strongly Agree | Agree | Neither agree nor disagree | Disagree | Strongly disagree | |
| Question 1 | 2 | 50% | 50% | 0% | 0% | 0% |
| Question 2 | 2 | 0% | 100% | 0% | 0% | 0% |
| Question 3 | 2 | 0% | 50% | 0% | 0% | 0% |
| Question 4 | 2 | 100% | 0% | 0% | 0% | 0% |
We want you to reflect upon student teaching practice in your educator preparation program. Please select from
the response scale, your level of agreement as to how well your student teaching practice prepared you for these elements of instruction.
Question 1: My experience as a student teacher/clinical intern increased my confidence in my ability to plan a
lesson in a classroom.
Question 2: My experience as a student teacher/clinical intern increased my confidence in my ability to deliver a
lesson in the classroom.
Question 3: My experience as a student teacher/clinical intern increased my confidence in my ability to assess a lesson in the classroom.
Question 4: My experience as a student teacher/clinical intern increased my confidence in my ability to reflect
upon a lesson delivered in the classroom.
| N | Strongly Agree | Agree | Neither agree nor disagree | Disagree | Strongly disagree | |
| Question 1 | 2 | 100% | 0% | 0% | 0% | 0% |
| Question 2 | 2 | 100% | 0% | 0% | 0% | 0% |
| Question 3 | 2 | 100% | 0% | 0% | 0% | 0% |
| Question 4 | 2 | 100% | 0% | 0% | 0% | 0% |
Please select the option that best describes how likely you would be to recommend your educator preparation
program to someone who is considering becoming a teacher.
| Response | N | Present |
| Very Likely | 1 | 50% |
| Likely | 1 | 50% |
| Neutral | 0 | 0% |
| Unlikely | 0 | 0% |
| Very Unlikely | 0 | 0% |
Please select an option in the response scale below that best reflects your opinion about how well your educator
preparation program has prepared you to demonstrate mastery of these professional standards for teachers in the
state of New Jersey.
Question 1: I am able to create developmentally appropriate learning experiences based upon my knowledge of
how students grow and develop.
Question 2: I can create an inclusive learning environment built upon my knowledge of diverse cultures and
communities.
Question 3: I can collaborate with other personnel to create a positive learning environment for students where
they feel engaged.
Question 4: I am able to make links between my knowledge of content within my discipline to the New Jersey
Student Learning Standards, so students learn content in an accessible way.
Question 5: I can connect concepts in the classroom to engage learners in critical thinking related to local and
global issues.
Question 6: I can use multiple methods of assessment to monitor learner progress.
Question 7: I can plan instruction that supports all students to meet rigorous learning goals by using my
knowledge of content areas.
Question 8: I am able to execute a variety of instructional strategies that encourages students to develop deep
understandings of content areas.
Question 9: I am able to engage in professional learning that leads to improved learning for students.
Question 10: I am able to develop high quality student assessments.
| Question | N | Very Good | Good | Fair | Poor | Very Poor |
| 1 | 2 | 50% | 50% | 0% | 0% | 0% |
| 2 | 2 | 50% | 50% | 0% | 0% | 0% |
| 3 | 2 | 100% | 0% | 0% | 0% | 0% |
| 4 | 2 | 50% | 50% | 0% | 0% | 0% |
| 5 | 2 | 50% | 50% | 0% | 0% | 0% |
| 6 | 2 | 100% | 0% | 0% | 0% | 0% |
| 7 | 2 | 100% | 0% | 0% | 0% | 0% |
| 8 | 2 | 100% | 0% | 0% | 0% | 0% |
| 9 | 2 | 100% | 0% | 0% | 0% | 0% |
| 10 | 2 | 50% | 50% | 0% | 0% | 0% |
Graduate Completer Satisfaction Survey for M.Ed. in Educational Practice (Teacher Leader Certification)
| Question | N | Always/Excellent | Almost Always/Very Good | To Some Extent/Good | Not at all/Fair |
| 1: Increased confidence in abilities | % | % | % | % | |
| 2: Increased knowledge | % | % | % | % | |
| 3: Relevance of courses | % | % | % | % | |
| 4: Quality of faculty | % | % | % | % | |
| 5: Accessibility of faculty | % | % | % | % | |
| 6: Academic standards of the Program | % | % | % | % | |
| 7: Recent trends and developments in the specialization field | % | % | % | % | |
| 8: Positive intellectual climate | % | % | % | % | |
| 9: Welcoming & supportive environment | % | % | % | % | |
| 10: Feeling encouraged | % | % | % | % |
Graduate Completer Satisfaction Survey Ed.D. in Leadership (School Administration Certification)
| Question | N | Always/Excellent | Almost Always/Very Good | To Some Extent/Good | Not at all/Fair |
| 1: Increased confidence in abilities | 4 | 100% | 0% | 0% | 0% |
| 2: Increased knowledge | 4 | 100% | 0% | 0% | 0% |
| 3: Relevance of courses | 4 | 100% | 0% | 0% | 0% |
| 4: Quality of faculty | 4 | 100% | 0% | 0% | 0% |
| 5: Accessibility of faculty | 4 | 100% | 0% | 0% | 0% |
| 6: Academic standards of the Program | 4 | 100% | 0% | 0% | 0% |
| 7: Recent trends and developments in the specialization field | 4 | 100% | 0% | 0% | 0% |
| 8: Positive intellectual climate | 4 | 100% | 0% | 0% | 0% |
| 9: Welcoming & supportive environment | 4 | 100% | 0% | 0% | 0% |
| 10: Feeling encouraged | 4 | 100% | 0% | 0% | 0% |
Graduate Completer Satisfaction Survey for M.A. in Leadership (Principal or Supervisor Certification)
| Question | N | Always/Excellent | Almost Always/Very Good | To Some Extent/Good | Not at all/Fair |
| 1: Increased confidence in abilities | 4 | 0% | 100% | 0% | 0% |
| 2: Increased knowledge | 4 | 25% | 25% | 50% | 0% |
| 3: Relevance of courses | 4 | 50% | 50% | 0% | 0% |
| 4: Quality of faculty | 4 | 50% | 25% | 25% | 0% |
| 5: Accessibility of faculty | 4 | 75% | 25% | 0% | 0% |
| 6: Academic standards of the Program | 4 | 0% | 75% | 25% | 0% |
| 7: Recent trends and developments in the specialization field | 4 | 25% | 75% | 0% | 0% |
| 8: Positive intellectual climate | 4 | 75% | 25% | 0% | 0% |
| 9: Welcoming & supportive environment | 4 | 100% | 0% | 0% | 0% |
| 10: Feeling encouraged | 4 | 100% | 0% | 0% | 0% |
Graduate Completer Satisfaction Survey for M.Ed. in Literacy Instruction (Reading Specialist and ESL Certifications)
| Question | N | Always/Excellent | Almost Always/Very Good | To Some Extent/Good | Not at all/Fair |
| 1: Increased confidence in abilities | 4 | 100% | 0% | 0% | 0% |
| 2: Increased knowledge | 4 | 100% | 0% | 0% | 0% |
| 3: Relevance of courses | 4 | 100% | 0% | 0% | 0% |
| 4: Quality of faculty | 4 | 100% | 0% | 0% | 0% |
| 5: Accessibility of faculty | 4 | 100% | 0% | 0% | 0% |
| 6: Academic standards of the Program | 4 | 100% | 0% | 0% | 0% |
| 7: Recent trends and developments in the specialization field | 4 | 100% | 0% | 0% | 0% |
| 8: Positive intellectual climate | 4 | 100% | 0% | 0% | 0% |
| 9: Welcoming & supportive environment | 4 | 100% | 0% | 0% | 0% |
| 10: Feeling encouraged | 4 | 100% | 0% | 0% | 0% |
Graduate Completer Satisfaction Survey for M.A. in Special Education (Teacher of Students with Disabilities and Learning Disability Teacher Consultant Certifications)
| Question | N | Always/Excellent | Almost Always/Very Good | To Some Extent/Good | Not at all/Fair |
| 1: Increased confidence in abilities | 3 | 33.33% | 66.67% | 0% | 0% |
| 2: Increased knowledge | 3 | 33.33% | 66.67% | 0% | 0% |
| 3: Relevance of courses | 3 | 33.33% | 66.67% | 0% | 0% |
| 4: Quality of faculty | 3 | 100% | 0% | 0% | 0% |
| 5: Accessibility of faculty | 3 | 100% | 0% | 0% | 0% |
| 6: Academic standards of the Program | 3 | 66.67% | 33.33% | 0% | 0% |
| 7: Recent trends and developments in the specialization field | 3 | 33.33% | 66.67% | 0% | 0% |
| 8: Positive intellectual climate | 3 | 66.67% | 33.33% | 0% | 0% |
| 9: Welcoming & supportive environment | 3 | 100% | 0% | 0% | 0% |
| 10: Feeling encouraged | 3 | 66.67% | 33.33% | 0% | 0% |
Graduate Completer Satisfaction Survey for School Counseling (School Counselor Certifications)
| Question | N | Always/Excellent | Almost Always/Very Good | To Some Extent/Good | Not at all/Fair |
| 1: Increased confidence in abilities | % | % | % | % | |
| 2: Increased knowledge | % | % | % | % | |
| 3: Relevance of courses | % | % | % | % | |
| 4: Quality of faculty | % | % | % | % | |
| 5: Accessibility of faculty | % | % | % | % | |
| 6: Academic standards of the Program | % | % | % | % | |
| 7: Recent trends and developments in the specialization field | % | % | % | % | |
| 8: Positive intellectual climate | % | % | % | % | |
| 9: Welcoming & supportive environment | % | % | % | % | |
| 10: Feeling encouraged | % | % | % | % |
Graduation Rates
Comparison between the number of students who enter the Education Program and the number of students who have completed fieldwork.
Initial Certificates - 93.33%
Advanced Programs - 100%
Ability of completers to meet licensing (certification) and any additional state requirements; Title II (initial & advanced levels)
Initial Certificates - 93.33%
Advanced Programs - 100%
Ability of completers to be hired in education positions for which they have prepared (initial & advanced levels)
Initial Certification Program
| Position | N |
| Elementary School Teacher | 17 |
| Middle School Mathematics | 4 |
| Middle School Science | 1 |
| Teacher of Mathematics | 1 |
| Teacher of English | 2 |
| Teacher of Social Studies | 1 |
| Teacher of Students with Disabilities | 17 |
Advanced Programs
| Position | N |
| Elementary School Teacher | 3 |
| Middle School Mathematics | 2 |
| Middle School Science | 0 |
| Teacher of Mathematics | 2 |
| Teacher of English | 1 |
| Teacher of Social Studies | 2 |
| Teacher of Students with Disabilities | 3 |
Student Loan Default Rates
Education Program Completer Student Loan Default Rate 0%
University-Wide Student Loan Default Rate 5.9%
Kappa Delta Epsilon
Kappa Delta Epsilon (KDE) is an honorary educational fraternity which supports the cause of education by fostering a spirit of fellowship, high standards of scholastic attainment, and professional ideals among its members. We are an active group engaged in preparing our members for the teaching profession.
