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Montclair State University's Holocaust, Genocide, and Human Rights Education Project is pleased to invite all MSU students, faculty, staff, alumni, community partners, and K-12 educators to:


Decolonizing the Curriculum

Indigenous Perspectives on Teaching Native American History in New Jersey


Wednesday, May 4, 2022

3:30 – 5:00PM

Free & Online

Registration link:


Join Montclair State University faculty and Ms. Trinity Norwood of the Nanticoke Lenni-Lenape Tribal Nation to learn how to revitalize, decolonize, and vastly improve lessons on Native American history and culture. Free and open to the public, please encourage MSU students to attend!

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In the News: Teacher Shortages

In the News: LPI Research on Teacher Shortages

The United States has experienced persistent and deepening teacher shortages for decades. Kickstarted by the 2008 Great Recession, the steady decline in fully prepared teachers has only been exacerbated by the COVID-19 pandemic. As the need to address teacher shortages becomes more urgent in the wake of the pandemic, news outlets continue to turn to LPI for insights on policy and program solutions. Below are some key LPI resources and recent news articles featuring LPI researchers that shed light on the teacher shortage crisis.

Students With Disabilities Have a Right to Qualified Teachers — But There's a Shortage

April 20, 2022—Teacher shortages are impacting students with disabilities as schools struggle to overcome the special educator shortage. In this interview with NPR’s All Things Considered, Desiree Carver-Thomas offers solutions for reducing teacher turnover, including improved pay, recruitment, preparation, and working conditions.

Solutions for America's Teacher Shortage

April 05, 2022—In a radio interview with WBUR’s On Point, Linda Darling-Hammond explores the teacher shortage crisis at length and offers program and policy solutions for what can be done to recruit and retain more educators as outlined in an LPI blog.

How to Reverse the Teacher Crisis Exacerbated by the Pandemic: Experts

April 3, 2022—The teacher shortage crisis, exacerbated by the pandemic, has been driven primarily by low pay and poor working conditions. Desiree Carver-Thomas shares perspective with ABC News about declining teacher compensation over the years and also highlights California investments that are strengthening the teacher pipeline.

A Major Shortage of Substitute Teachers Has Some Districts Training New Subs in 1 Day

March 15, 2022—"It begs the question of how much learning can really happen when the person in the classroom may not have subject matter competency." Desiree Carver-Thomas joins NPR’s All Things Considered to discuss the impact that substitute teacher shortages has had on schools and students.

How to Convince People to Become Teachers

March 9, 2022—This FastCompany interview with Desiree Carver-Thomas explores key problems and possible solutions to the teacher shortage crisis. Potential solutions include subsidizing teacher preparation to address high debt and low pay, implementing "grow your own" programs, and offering more flexible ways to teach to reduce student and teacher stress. 

Arizona Has Had a Teacher Shortage for Years. But Some Policies Have Been Successfully Curbing It

March 8, 2022—Thirty-one percent of teacher vacancies in Arizona are unfilled, while nearly half of teaching positions have been filled by underprepared teachers. Desiree Carver-Thomas joins the KJZZ 91.5 radio show to discuss what has and hasn’t worked for teacher recruitment and retention.

New Threat to COVID-Era Education: Black and Latino Teachers are Leaving the Profession

Feb 10, 2022—Citing research from several LPI reports, this Los Angeles Times article explores the increase in Black and Latino teachers who are leaving the teaching profession and the effect this is having on students, especially students of color. Tara Kini discusses how schools are hiring underprepared replacements, which negatively impacts students’ learning experiences.

How School Districts and States Are Trying to Attract Teachers During the Pandemic

February 4, 2022—"Teacher surveys have shown that during this time stress has been a major factor driving teachers leaving the profession." This ABC News article featuring perspective from Desiree Carver-Thomas explores conditions created by the pandemic that have caused significant teacher shortages as highlighted in this California-focused LPI report.

Half of Teachers Say They’re Thinking About Quitting, But Will They?

February 3, 2022—In an interview with U.S. News & World Report, Linda Darling-Hammond discusses how teacher shortages that predated the pandemic, particularly in math, science, and special education, are now being exacerbated by not only the pandemic but a shrinking pipeline into the profession and increased student loan debt.
Copyright © 2022 Learning Policy Institute, All rights reserved.
The Learning Policy Institute conducts and communicates independent, high-quality research to improve education policy and practice. Working with policymakers, researchers, educators, community groups, and others, the Institute seeks to advance evidence-based policies that support empowering and equitable learning for each and every child. Nonprofit and nonpartisan, the Institute connects policymakers and stakeholders at the local, state, and federal levels with the evidence, ideas, and actions needed to strengthen the education system from preschool through college and career readiness.

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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
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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

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Sanford flyer black.pngJoin us on Monday, April 25 at 4pm for a conversation with Dr. Adelaide Sanford, the first African-American and first woman to be Vice Chancellor of the Board of Regents - New York State Department of Education. With her background as a teacher, professor, policy maker, and school official, Dr. Sanford offers a unique perspective and wide range of experience with critical issues related to equity in education.
During this webinar we will also honor Dr. Sanford's work as an advocate for under-served and underrepresented children and her stellar accomplishments with closing the student and school performance gap.
This program is a collaboration between the African.-American Studies Program, the Center of Pedagogy, and the MSU Network for Educational Renewal.
Use this link or QR code to register:
QR code Sanford black no frame.png
Sandra Lewis
Saundra Collins
Jennifer Robinson
Marilyn Davis
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Ajamu Kojo’s
Black Wall Street: A Case for Reparations


February 15 – April 23, 2022

Curated by Megan C. Austin, Director, University Galleries

Black Wall Street: A Case for Reparations is Kojo’s ongoing series of large-scale paintings that capture the imagined lives of Black professionals in the Greenwood District before the 1921 Tulsa Race Massacre. The community was dubbed “Black Wall Street” for its thriving culture and wealth in spite of strong segregation laws. The portraits present a spiritually uplifting dedication to the people who called Greenwood their home over a century ago. The exhibition is a sanctuary and homage to Black Americans through a reimagining of past lives.

Visit the digital twin of this exhibition, viewable on desktopmobile, or as an immersive VR experience.

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