All Posts (439)

Sort by

Job Title: TLRN University Mentor

Working Title: University Mentor, U Mentor

Application: Click here


Job Description

TLRN University Mentors, “U Mentors,” are assigned to clinical teacher interns who are in their clinical year of the teacher education program. U Mentors provide support in the form of feedback, resources to deepen their knowledge and skills, and liaise with cooperating teachers, seminar faculty, and MSU colleagues to ensure interns have a network of support as they develop their ability to be ready to teach. They attend annual Clinical Prep Week events in order to prepare for the upcoming academic year. U Mentors also are provided opportunities to attend monthly meetings, University events, and technology training sessions.

For Academic Year ’22-’23, the goal is for mentors to be observing in person in the classrooms. Mentors should expect to meet the requirements of the schools, such as proof of COVID vaccination and/or testing, and COVID surveys/forms prior to observations. Mentors will determine observation formats with the intern and cooperating teacher.

TLRN University Mentors observe and mentor interns over the course of the clinical year. One full intern assignment involves mentor supervision of intern teachers in their field placements six (6) times during the semester or year depending on the program. University Mentors are expected to communicate with cooperating teachers before, during, or after each observation. Mentors complete six formal progress reports and a summary report for each intern in the MSU-issued platforms. This is currently calculated as thirteen (13) hours of work; six (6) hours for supervision and four (7) hours for reports.



As per NJ DOE’s state code, 6A:9A-4.4 Clinical component and candidate supervision for CEAS educator preparation programs:

  • Have had experience supervising, consulting, or otherwise working in an elementary and/or secondary school in contact with classroom teachers within the previous two years for all instructional certificate programs with the exception of the preschool endorsement; for preschool programs, the supervisor shall have had experience supervising, consulting, or otherwise working in an early childhood setting.
  • Demonstrated expertise in the field the U Mentor is supervising.


U Mentor Programs & Compensation for Academic Year ‘22-’23


  1. P‐3/K‐6 – Clinical II
    • Includes both undergraduate and graduate interns
    • 6 observations per intern assigned during their Clinical II semester
    • Stipend of $466.30 per assignment


2.  P‐12/Subject Area – Yearlong

  • Includes both undergraduate and graduate interns
  • Per intern, 2 observations in Clinical I, 4 observations in Clinical II
  • Payment:
    • $77 per assignment during Clinical I
    • $53 per assignment during Clinical II



The total number of interns assigned per semester depends on enrollment numbers, certification and concentration areas of interns, and the number of interns a mentor elects to be assigned. Further, mentor pairing is done concurrently with the onset of a future semester, and may be subject to change.


Retirement & benefits

  • For public school Teachers/Administrators regarding retirement benefits:
    • Please be reassured that your benefits are not in jeopardy by serving as an education mentor for Montclair State University, as the University operates under a different benefits system. State officials have confirmed your security regarding this matter to us in writing. You can learn more about this by viewing the state Pension Department Web site Fact Sheet #28, where it says:

●        Returning to work in a position covered by a different NJ State‐administered retirement system:

  • In this case, your retirement allowance continues and you can receive a salary but you cannot become a member of that retirement system.

●        Further questions should be directed to MSU’s HR Benefits


U Mentor Commitment to the TLRN Mission


U Mentors serve as representatives of the MSU Teacher Education Program and reflect the TLRN mission:


The Department of Teaching and Learning is committed to preparing educators to work toward equity and justice in a range of education settings, and against the exploitation, exclusion, and marginalization of humans. We aim to do so by combining well‐informed educational approaches and teaching strategies with critical examination of relevant sociopolitical contexts. Thus, we are committed to helping current and future teachers as they engage in well‐informed ways of thinking about their worlds. Our hope is that this will enable them to make sense of, and take action in, complex social moments and settings. This includes respecting the perspectives and experiences of students, teachers and community members who may identify themselves in any variety of ways. In addition, we recognize that thoughtful educational praxis requires thinking and action at multiple levels: individual, communal, and systemic. We are dedicated to helping teachers as they make meaningful connections between classroom practice, theories and research, educational policy, and the sociopolitical contexts within which individuals and groups exist.


U Mentors agree to advocate for, model, and engage the tenets of the TLRN mission through their work with interns. These tenets are evidenced in the Portrait of a Teacher that informs the teacher preparation programming at MSU.


MSU Portrait of a Teacher


Montclair State University is committed to the creation and development of teachers who strive to exemplify the knowledge, skills and dispositions required for excellence in teaching.


The centerpiece of our work is a document called the Portrait of a Teacher, which, through a series of statements, embodies Montclair State University’s vision of an educator and informs the evaluation of candidates to the teacher education program, the assessment of student teaching, and the professional development of our community of teachers.


Montclair State University envisions teachers who:


1.  Have expert knowledge of subject area content and relevant pedagogy:

  • Have a deep understanding of the major concepts and principles of the disciplines they teach.
  • Have extensive knowledge of the research, teaching methodologies, technologies, core learning standards, and resources specific to those disciplines
  • Possess broad‐based knowledge within and across the liberal arts to situate their teaching in current and historical global contexts
  • Demonstrate exemplary literacy and communication skills; can speak and write English fluently and communicate clearly and appropriately


  1. Understand learning and development as complex processes that take place across the lifespan:
    • Understand how children, adolescents and adults learn and develop in a variety of school, family and community contexts
    • Know, evaluate and apply relevant theories of learning to teaching practice
    • Take initiative to know each student as a unique individual who brings varied backgrounds, strengths, needs, and perspectives to learning


  1. Apply knowledge of learners, disciplinary content, pedagogy, and assessment to teach effectively:
    • Provide culturally and linguistically responsive instruction that respects diversity of ability, age, class, ethnicity, gender, language, race, religion, and sexual orientationto support the academic achievement of all students
    • Plan and implement rigorous instruction that engages all students in meaningful and challenging learning
    • Promote creative thinking, critical thinking, and critical consciousness within and beyond the classroom
    • Create curriculum, instruction, materials and assessments that are universally designed and accessible to support the intellectual, social and personal development of all students
    • Use multiple forms of assessment to measure and evaluate impact on student learning, achievement and progress, and to inform instruction



4.  Create democratic learning communities that are engaging, caring, respectful, and inclusive:

  • Model attitudes, values and behaviors that promote democratic practice and participation in the classroom
  • Create supportive and empathetic learning environments that are safe spaces conducive to learning
  • Facilitate learning through effective, shared classroom management


  1. Embrace leadership roles to create collaborative partnerships with school colleagues, families, and agencies in the community to support students’ learning and well‐being:
    • Join with other school professionals to plan and implement strategies that meet the needs of all learners
    • Consistently communicate and work with families to establish shared expectations for students and to engage families in the school community
    • Seek and use resources available through community and local institutions to actively build partnerships that enhance instruction and learning


6.  Demonstrate dispositions critical to the teaching profession:

  • Believe that all children can learn and should have equitable access to knowledge
  • Are reflective practitioners who remain active in the profession, and continually inquire into the nature of teaching and learning to improve their teaching practice
  • Advocate for students and for educational policies that support best practice
  • Demonstrate integrity, honesty and understanding of professional ethics, roles and responsibilities
  • Demonstrate passion for teaching, lifelong learning, and commitment to the mentoring of future teachers
Read more…


Dr. Harper Keenan
Robert Quartermain Professor of Gender & Sexuality in Education at the University of British Columbia


Boxed in: Trans Life and the Struggle for Self Determination at School 
with an opening performance by Per Sia, 
Educator & Drag Performer with Drag Queen Story Hour 


Thursday, October 20 at 5:30 p.m. EST via Zoom


This event is free and open to the public. 

ASL interpretation and live transcription will be provided. 

This event will not be recorded.  

What are the conditions currently facing trans and gender non-conforming children and teachers in PK-12 public schools, and what might those conditions reveal about the role of school in society? This talk will begin by addressing the current political context of mounting hostility against trans people in education, and then present data drawn from two studies: first, a mixed-methods study of nearly 400 trans-identifying workers in PK-12 schools across the United States and Canada, and second, from a two-year ethnographic project examining the struggle for gender self-determination in primary education in a large urban school district in Northern California. Taken together, the findings from these studies offer insights into how schools serve to teach the public about the social meaning of gender, including how gender interacts with race.

Dr. Harper B. Keenan was appointed as the inaugural Robert Quartermain Professor of Gender & Sexuality in Education at the University of British Columbia’s Faculty of Education in 2019. In that role, he serves as the faculty director of SOGI UBC, which is a program supporting self-determination in gender and sexuality throughout PK-12 education. His work has been accepted at a variety of peer-reviewed academic journals and edited volumes, including Educational Researcher, Harvard Educational Review, Teachers College Record, Curriculum Inquiry, Theory & Research in Social Education, Teaching Education, and Gender & Education. He has also written for or been interviewed by a number of popular press outlets like NPR, NBC National News, Reuters, Slate, and EdWeek. In 2022, he was awarded a NAEd/Spencer Foundation Postdoctoral Fellowship

Per Sia is currently a regular performer in the Internationally acclaimed "Drag Queen Story Hour" as well as an educator in residence at the Children's After School Arts (CASA) program in the San Francisco Unified School District which was recently profiled on KQED Arts and National Public Radio. With a pedigree from weekly performances at the late, iconic Esta Noche, Per Sia's trajectory has gone on to include art curation, stand-up, television, and maybe a quinceañera or two, in San Francisco, Los Angeles, and México. 

Read more…
The Montclair Public Forum is an interdisciplinary discussion series on pressing social and political issues. Our next event, on March 24, at 5:30pm, is centered on the question 'How Do We (Mis)Understand Critical Race Theory In The Classroom?' The panel of scholars, educators and journalists will consider this question from a New Jersey perspective. Please see the attached flyer.
Our Montclair State hosts for this event will be Dr. Tanya Maloney (Teaching and Learning) and Dr. Kirk Johnson (Justice Studies).
The event is open to the public, but people must register first (the link can be found on the flyer as well): 
Read more…

REGISTER HERE!  10814011490?profile=original

The Annual 2022 MSUNER Summer Conference
The 2022 MSUNER Summer Conference is hosted by the Montclair State University Network for Educational Renewal.  This virtual event will take place on June 27th from 8:30 AM - 12:00 PM, and feature keynote speaker Michael D. Hannon, PhD, LAC (NJ), NCC, Associate Professor, Department of Counseling, Montclair State University, Editor, Black Fathering & Mental Health. The MSUNER's goal this year is to shift the agenda to look at “Equity” realities through the lens of mental health in P-12 education settings. In the academic year 2022-2023, in addition to race, class and culture, the MSUNER will highlight special professional development opportunities in: Speech & Language Applications for the General Education Classroom; NeuroDiversity; Mental Health/Trauma Response; Self-Care for Teachers and Students; and Supporting/Addressing STEM Student Anxiety.
Conference Schedule:
  • 8:30 - 9:00 AM: Welcome, Introductions, Land Acknowledgement 
  • 9:00 - 10:00 AM: Keynote Address: Your Role in Advocating for Mental Health Equity in Your Schools, Dr. Michael Hannon 
  • 10:00 - 11:00 AM: The Inclusive Classroom, Dr. Jessica Bacon 
  • 11:00 - 12:00 PM: Equity Oriented Leadership, Dr. Patricia Virella, with Panel Members from: Paterson, Leonia, and Roselle 
Read more…


Dr. Carla Shalaby


Author of Troublemakers: Lessons in Freedom from Young Children at School

with DJ Justis 

and featuring Poet Florence Faison


Thursday, February 24 at 6:00 p.m. EST via Zoom



If classroom management is a curriculum – a series of lessons students learn from us – this talk invites us to ask: what do we teach now through our classroom management, and what we might want to teach instead? We will consider the troubling relationships between traditional classroom management approaches and carcerality, and begin to wonder how intentionally shifting our models of power and authority in the classroom might instead support the teaching and learning of freedom. By seeing our troublemakers as a resource to leverage instead of a problem to solve, this talk invites us to imagine classrooms as a space in which we might practice the world we want by rejecting disposability in favor of the struggle for love, justice, care, and healing. Purchase the book here.


This event is free and open to the public. ASL interpretation and live transcription will be provided.


The Transformative Education Network (TEN) at Montclair State University prepares, supports and develops teachers who teach toward antiracism and social justice. A part of TEN, the Critical Urban Education (CUE) Speaker Series is a bi-annual event bringing leading national scholars to Montclair State University. CUE provides a forum to develop attendees’ racial and political analysis through a series of lectures and workshops focused on social and cultural issues influencing urban schools and communities. Learn more and watch previous talks here.



Critical Urban Education Speaker Series

Join our mailing list!

Instagram: @transformativeeducationnetwork

Facebook: @cuespeakerseries

Read more…

Reimagine Your Classroom Contest


Contest Terms & Conditions

1. dancker’s Reimagine Your Classroom contest is open to public, private, charter and magnet schools serving students in grades K– 12 (with enrollment over 125 students total) in New Jersey.

2. Teachers submitting to this contest must have approval of building administration before submitting an entry.

3. dancker reserves the right to tour the winning classroom a minimum of 1-2 times a month for 1 year. Tours will be scheduled at least 1 week ahead, and time will be agreed upon by both parties.

4. Each classroom may submit only one entry. Schools can submit multiple entries.

5. A panel of judges from the design and educational community will be solely responsible for selecting the winning and consolation prize entries. No members of the dancker team will vote in the selection process. Decisions made by the selection committee will be final.

6. The winning school will be given the opportunity to meet with the dancker and Smith System team to select final products and colors in June 2022. If the teacher is unable to meet, our team will make selections based upon our best knowledge of the classroom and school in which the furniture will reside.

7. Winners of the grand prize and consolation prizes consent to having their name, image, school name and location used in dancker and Smith System promotional materials in accordance with current New Jersey data protection legislation.

8. Rights to all the contest entry materials, award and reveal videos and photos will become the property of dancker. If students are shown in your submittal materials, please ensure that there is school/parental approval to share their image.

9. Disposition or storage of existing furniture at the awarded school will be the responsibility of the school. dancker’s disposition/storage services can be provided for a fee.

10. Names, addresses, email addresses, phone numbers or other personal information of contest entrants will not be shared with organizations outside of dancker.

Click Here to Enter

Read more…

Blog Topics by Tags

Monthly Archives