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*Career Outlook Data Sources

U.S. Bureau of Labor Statistics - bls.gov
The BLS provides comprehensive salary data for various professions in its Occupational Outlook Handbook. It includes median salaries, job growth projections, and industry-specific information.
PayScale - payscale.com
PayScale offers a large database of salary reports, allowing users to search by job title, degree, and geographic region. It is a useful resource for up-to-date salary ranges based on user-reported data.
Glassdoor - glassdoor.com
Glassdoor aggregates employee-reported salaries for specific jobs and industries. This can be a helpful tool for understanding real-world salary expectations for specific roles.
National Center for Education Statistics (NCES) - nces.ed.gov
NCES provides data on educational outcomes, including salaries for roles in education such as teaching, administration, and counseling, which are useful for degrees related to education fields.
Salary.com - salary.com
Salary.com offers salary ranges and compensation information for a wide variety of professions, including business, finance, healthcare, and more. It is widely used for salary benchmarks.
National Association of Colleges and Employers - naceweb.org
NACE provides salary surveys, especially for recent graduates, and offers data on starting salaries for various fields and industries. This can be particularly useful for entry-level positions.

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Meet our Faculty

Centenary University offers a variety of undergraduate and graduate programs developed for educators of all ages and disciplines

Here at Centenary, we believe that education and the humanities are not simply subjects to be studied; they are pathways to understanding the human experience. These foundational disciplines challenge us to ask meaningful questions, seek deeper truths, and embrace diverse perspectives while developing the knowledge, empathy, and wisdom needed to navigate an increasingly complex world during increasingly challenging times.

Building Insights. Expanding Minds. Shaping Futures.

These are the disciplines that invite us to explore what it means to be human… how we learn, how we communicate, how we create, how we lead, and how we connect with one another and the world around us – setting the foundation needed for meaningful careers in education, public service, communication, nonprofit leadership, cultural organizations, business, and beyond. More importantly, they lead us to discover the profound impact that thoughtful action, compassionate leadership, and a commitment to knowledge can have on the lives of others and – ultimately – the world we live in.

Our programs combine academic excellence with real-world application, helping students develop the adaptability, creativity, and critical thinking that employers increasingly seek. Through internships, field experiences, faculty mentorship, and community engagement, our students learn by doing – and build the confidence and competencies necessary to thrive in today’s rapidly changing world. Our graduates walk away with more than a degree; they gain the knowledge, self-confidence, and skills to learn, inspire, advocate, teach, serve, and lead – experiencing firsthand the power of making a meaningful and lasting difference in the world.

Why Centenary?

Centenary is well recognized for outstanding graduate outcomes, a tradition of innovation, and a supportive learning community that prepares them for the world. As one of the first institutions in New Jersey to offer an integrated dual-certification program in General Education and Special Education, we continue to lead the way with flexible online learning options and accelerated 8-week terms designed for today’s students.

Centenary faculty are also quite exceptional; experienced practitioners, scholars, and lifelong learners – combining advanced academic credentials with hands-on expertise in teaching, literacy, special education, educational leadership, and curriculum development – ensuring that students gain both a strong theoretical foundation and practical skills that translate directly to real-world career readiness.

  • Flexibility – Programs are offered in a variety of formats (hybrid, online) punctuated by smart in person classes at convenient New Jersey locations.
  • High Demand Specializations – We focus on leadership and literacy instruction skills, special needs education and contemporary educational practices.
  • Personalized Learning – Small class sizes mean professors know your name, understand your goals, and are invested in your success.
  • Experiential Opportunities – Gain valuable real-world experience through internships, field placements, service learning, and community engagement.
  • Career Preparation – Develop highly transferable skills in communication, leadership, critical thinking, collaboration, and problem-solving.
  • Faculty Mentorship – Learn from dedicated educators and scholars who provide guidance both inside and outside the classroom.
  • Pathways to Graduate Study – Build a strong academic foundation for advanced degrees in education, counseling, public administration, law, social sciences, and related fields.
  • A Community That Cares – Join a supportive campus environment where students are encouraged to explore ideas, challenge assumptions, and grow as leaders.

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Education & Humanities

Minors Offered Include:

  • Creative Writing
  • Digital Humanities
  • English
  • History

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CAEP

Data displayed is for the 2023-2024 academic year.  Data for 2024-205 will be available mid-summer

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 TeachersNAlwaysAlmost alwaysTo some extent Not at all 
1: Learner Development714.29%42.86%28.57%14.29%
2: Learning Differences714.29%57.14%14.29%14.29%
3: Learning Environments742.86%28.57%14.29%14.29%
4: Content Knowledge742.86%28.57%14.29%14.29%
5: Application Content714.29%42.86%28.57%14.29%
6: Assessment728.57%14.29%42.86%14.29%
7: Planning for Instruction714.29%42.86%28.57%14.29%
8: Instructional Strategies714.29%57.14%14.29%14.29%
9: Professional Learning728.57%42.86%0%28.57%
10: Leadership Collaboration714.29%42.86%28.57%14.29%
11: Ethical Practices728.57%57.14%0%14.29%

Graduate Teacher Leader Program 
Teacher Leader Model Standards

Professional Standard For Teacher LeadersNAlwaysAlmost alwaysTo some extent Not at all 
Domain 1: Fostering a Collaborative Culture to Support Educator Development and Student Learning 1100%0%0%0%
Domain 2: Accessing and Using Research to Improve Practice and Student Learning1100%0%0%0%
Domain 3: Promoting Professional Learning for Continuous Development 1100%0%0%0%
Domain 4: Facilitating Improvements in Instruction and Student Learning1100%0%0%0%
Domain 5: Promoting the Use of Assessments and Data for School and District Improvement1100%0%0%0%
Domain 6: Improving Outreach and Collaboration with Families and Community1100%0%0%0%
Domain 7: Advocating for Student Learning and the Profession 1100%0%0%0%

Graduate Leadership Program 
New Jersey Professional Standards for Educational Leaders

Professional Standard for Educational LeadersNAlwaysAlmost alwaysTo some extentNot at all 
1: Missions, Vision, & Core Values475%25%0%0%
2: Ethical & Professional Norms475%25%0%0%
3: Equity & Cultural Responsiveness450%50%0%0%
4: Curriculum, Instruction, & Assessment450%25%25%0%
5: Community of Care & Support for Students4100%0%0%0%
6: Professional Capacity of School Personnel450%25%25%0%
7: Professional Community for Teachers & Staff450%25%25%0%
8: Meaningful Engagement of Families & Community425%75%0%0%
9: Operations & Management425%75%0%0%
10: School Improvement450%25%25%0%

Graduate Special Education Program
CEC Standards for Advanced Programs  

CEC StandardNAlwaysAlmost alwaysTo some extent Not at all 
1: Challenging Expectations 1100%0%0%0%
2: Professional Competence & Judgement1100%0%0%0%
3: Meaningful and inclusive participation of Individuals with Exceptionalities1100%0%0%0%
4: Collegiality1100%0%0%0%
5: Relationships with Families1100%0%0%0%
6: Use of data and research1100%0%0%0%
7: Physical and psychological safety1100%0%0%0%
8: Does not tolerate harmful practices1100%0%0%0%
9: Professional ethics, standards, & policies1100%0%0%0%
10: Advocates for professional conditions & resources1100%0%0%0%
11: Engages in the improvement of the profession1100%0%0%0%
12: Participates in the growth of dissemination of professional knowledge and skills 1100%0%0%0%

Graduate Literacy Instruction Program
ILA Standard for Literacy Professionals 

ILA Standard of Literary SpecialistNAlwaysAlmost alwaysTo some extent Not at all 
1: Foundational Knowledge757.14%28.57%14.29%0%
2: Curriculum & Instruction757.14%28.57%14.29%0%
3: Assessment & Evaluation757.14%28.57%14.29%0%
4: Diversity757.14%28.57%14.29%0%
5: Literate Environment728.57%42.86%28.57%0%
6: Professional Learning & Leadership 771.43%14.29%14.29%0%

Graduate School Counseling
ASCA Professional Standards and Competencies 

ASCA Professional Standard NAlwaysAlmost alwaysTo some extent Not at all 
Applies developmental, learning, counseling, and education theories to their practice. 10%100%0%0%
Demonstrates understanding of educational systems, legal issues, research and trends in education.1100%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.10%100%0%0%
Uses ASCA Mindsets & Behaviors for Student Success to inform the implementation of a school counseling program.10%0%0%0%
Demonstrates an understanding of the impact of cultural, social and environmental influences on student success and opportunities in their work. 10%0%0%0%
Demonstrates leadership through the development and implementation of a school counseling program. 10%0%0%0%
Demonstrates advocacy for a school counseling program.10%0%0%0%
Helps create systemic change through the implementation of a school counseling program. 10%0%0%0%
Designs and implements instruction aligned to ASCA Mindsets & Behaviors for Student Success in large-group, small-group and individual settings. 10%0%0%0%
Provides appraisal and advisement in large-group, small-group and individual settings. 10%0%0%0%
Provides short-term counseling in small-group and individual settings. 10%0%0%0%
Consults to support student achievement and success.10%0%0%0%
Collaborates with families, teachers, administrators, other school staff and education stakeholders for student achievement and success.10%0%0%0%
Creates with families, teachers, administrators, other school staff and education stakeholders for student achievement and success. 10%0%0%0%
Creates school counseling program beliefs, vision and mission statements aligned with the school and district. 10%0%0%0%
Identifies gaps in achievement, attendance, discipline, opportunity and resources. 10%0%0%0%
Develops annual student outcome goals based on student data. 10%0%0%0%
Develops and implements action plans aligned with annual student outcome goals and student data. 10%0%0%0%
Assesses and reports program results to the school community. 10%0%0%0%
Uses their time appropriately according to national recommendations and student/school data. 10%0%0%0%
Establishes agreement with the principal and other administrators about the school counseling program. 10%0%0%0%
Involved with the establishment and management of an advisory council for the school counseling program. 10%0%0%0%
Use appropriate school counselor performance appraisal processes. 10%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.

NStrongly AgreeAgree Neither agree nor disagree Disagree Strongly disagree 
Question 1250%50%0%0%0%
Question 220%100%0%0%0%
Question 320%50%0%0%0%
Question 42100%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 AgreeAgreeNeither agree nor disagree DisagreeStrongly disagree
Question 12100%0%0%0%0%
Question 22100%0%0%0%0%
Question 32100%0%0%0%0%
Question 42100%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.

ResponseNPresent 
Very Likely150%
Likely150%
Neutral00%
Unlikely00%
Very Unlikely 00%

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.

QuestionNVery GoodGoodFairPoorVery Poor
1250%50%0%0%0%
2250%50%0%0%0%
32100%0%0%0%0%
4250%50%0%0%0%
5250%50%0%0%0%
62100%0%0%0%0%
72100%0%0%0%0%
82100%0%0%0%0%
92100%0%0%0%0%
10250%50%0%0%0%

Graduate Completer Satisfaction Survey for M.Ed. in Educational Practice (Teacher Leader Certification)

QuestionNAlways/ExcellentAlmost Always/Very GoodTo Some Extent/GoodNot 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) 

QuestionNAlways/Excellent

Almost Always/Very Good

To Some Extent/Good

Not at all/Fair

1: Increased confidence in abilities4100%0%0%0%
2: Increased knowledge4100%0%0%0%
3: Relevance of courses4100%0%0%0%
4: Quality of faculty4100%0%0%0%
5: Accessibility of faculty4100%0%0%0%
6: Academic standards of the Program4100%0%0%0%
7: Recent trends and developments in the specialization field 4100%0%0%0%
8: Positive intellectual climate4100%0%0%0%
9: Welcoming & supportive environment4100%0%0%0%
10: Feeling encouraged 4100%0%0%0%

Graduate Completer Satisfaction Survey for M.A. in Leadership (Principal or Supervisor Certification)

QuestionNAlways/Excellent

Almost Always/Very Good

To Some Extent/GoodNot at all/Fair
1: Increased confidence in abilities40%100%0%0%
2: Increased knowledge425%25%50%0%
3: Relevance of courses450%50%0%0%
4: Quality of faculty450%25%25%0%
5: Accessibility of faculty475%25%0%0%
6: Academic standards of the Program40%75%25%0%
7: Recent trends and developments in the specialization field 425%75%0%0%
8: Positive intellectual climate475%25%0%0%
9: Welcoming & supportive environment4100%0%0%0%
10: Feeling encouraged 4100%0%0%0%

Graduate Completer Satisfaction Survey for M.Ed. in Literacy Instruction (Reading Specialist and ESL Certifications) 

QuestionNAlways/Excellent

Almost Always/Very Good

To Some Extent/Good

Not at all/Fair

1: Increased confidence in abilities4100%0%0%0%
2: Increased knowledge4100%0%0%0%
3: Relevance of courses4100%0%0%0%
4: Quality of faculty4100%0%0%0%
5: Accessibility of faculty4100%0%0%0%
6: Academic standards of the Program4100%0%0%0%
7: Recent trends and developments in the specialization field 4100%0%0%0%
8: Positive intellectual climate4100%0%0%0%
9: Welcoming & supportive environment4100%0%0%0%
10: Feeling encouraged 4100%0%0%0%

Graduate Completer Satisfaction Survey for M.A. in Special Education (Teacher of Students with Disabilities and Learning Disability Teacher Consultant Certifications)

QuestionNAlways/Excellent

Almost Always/Very GoodTo Some Extent/GoodNot at all/Fair
1: Increased confidence in abilities333.33%66.67%0%0%
2: Increased knowledge333.33%66.67%0%0%
3: Relevance of courses333.33%66.67%0%0%
4: Quality of faculty3100%0%0%0%
5: Accessibility of faculty3100%0%0%0%
6: Academic standards of the Program366.67%33.33%0%0%
7: Recent trends and developments in the specialization field 333.33%66.67%0%0%
8: Positive intellectual climate366.67%33.33%0%0%
9: Welcoming & supportive environment3100%0%0%0%
10: Feeling encouraged 366.67%33.33%0%0%

Graduate Completer Satisfaction Survey for School Counseling (School Counselor Certifications)

QuestionNAlways/ExcellentAlmost Always/Very GoodTo Some Extent/GoodNot 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

PositionN
Elementary School Teacher 17
Middle School Mathematics4
Middle School Science1
Teacher of Mathematics1
Teacher of English2
Teacher of Social Studies1
Teacher of Students with Disabilities 17

Advanced Programs 

PositionN
Elementary School Teacher 3
Middle School Mathematics2
Middle School Science0
Teacher of Mathematics2
Teacher of English1
Teacher of Social Studies2
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%

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