Micro-credential Awarded to New Jersey Alternate Route Teachers

Following a year-long journey of intensive self-reflection and professional development, approximately 330 new teacher candidates have earned the Reflective Teaching micro-credential for 2024-2025. Embedded within the Supervised Provisional Teaching II course, the Rutgers Alternate Route program proudly marks the achievement of its non-credit teaching candidates with this prestigious badge of distinction. 

To earn the badge, candidates complete comprehensive, rigorous micro-credential coursework. Candidates engage in reflective analysis of video-recorded teaching sessions, scrutinize student work samples, and provide concrete evidence of their effectiveness as facilitators of learning. They also undertake thorough evaluations of their teaching practices, grounded in current educational research. Additionally, candidates collaborate with a team of educational leaders and esteemed peers to deepen and enrich their reflective teaching skills.

Since issuing its first micro-credential in 2019, the program has awarded a little more than 1000 Reflective Teaching badges to new teachers, with this year's cohort bringing the total recipient numbers to 1330. This growth reflects the growing number of educators who exemplify a commitment to evaluating their instructional strategies and thoughtfully assessing how their decisions influence student learning outcomes. 

The Rutgers Alternate Route program takes pride in cultivating passionate educators dedicated to ongoing growth, as New Jersey needs both increased interest in the teaching profession and high-quality, growth-conscious candidates.

Many candidates enthusiastically express the benefits they experienced while pursuing the reflective teaching exercises as part of the course. Feedback from participants highlights the program's strengths, particularly the opportunities for peer collaboration, structured self-assessment, and improved competencies in planning, instruction, and assessment.

 

“The Alternate Route course helped me understand that students have diverse learning styles and preferences. I learned how to effectively assess student performance, motivate them, and support them in reaching their full potential. The course also emphasized the importance of collaboration with co-teachers and school staff, which has strengthened my ability to work as part of a professional learning community. Throughout this journey, I gained valuable teaching skills, increased confidence in my instructional methods, and developed a deeper understanding of pedagogy. This experience has truly shaped me into a more reflective and effective educator.” — Saida Elhafsi, Mathematics Teacher

“Just wanted to say thanks because the alternate route program was super helpful! Completing the RU Teach assignments really gave me a chance to reflect and improve on my teaching style. I definitely feel more confident in the classroom now.” — Naddhya C., Science Teacher




“My overall impression of the Year 2 Course is very positive. The structure and content were thoughtfully designed to support growth in teaching practices, particularly in the areas of instruction, assessment, and planning. The course provided meaningful opportunities to reflect on my own teaching methods and identify areas for improvement. The use of reflective questions was especially helpful—they encouraged me to think critically about how I plan lessons, assess student learning, and adjust instruction based on student needs. These questions helped me make deeper connections between theory and practice, ultimately leading to more intentional and effective teaching strategies.” — Pratibha Raju, Art Teacher

“I am very glad to have had the opportunity to take part in this course. I feel that I have many more tools on my teaching tool belt, and a much better idea of how to reflect on and improve my teaching going forward.” — Kevin C.y, Health/Physical Education Teacher

“The Year 2 Course offered a well-rounded and engaging learning experience. The structure was thoughtfully organized, and the progression of content built on foundational knowledge effectively. The balance between theory and practical application helped reinforce key concepts. The integration of multimedia resources and real-world examples also enhanced understanding and retention.” — Dorcas O., Mathematics Teacher

“The Year 2 Course prepared me to succeed as a proficient teacher. The assignments provided me with an opportunity to reflect on my teaching and find areas for improvement. They also helped me to organize my planning and instruction to be an effective teacher.” — -Margaret G., Art Teacher




“The Year 2 Course was very helpful for me, especially the opportunity to watch myself teaching through video. This allowed me to reflect more deeply on my instructional practices. The planning, assessment, and instructional questions guided me to recognize specific areas where I need to grow. I now have a clearer understanding of what to focus on to improve my teaching strategies and student engagement. These reflective tools were very effective and should definitely be included in future courses.” — Mariam T., Chemistry Teacher

“My impression of the year 2 course was great in terms of having the assignments and having good time to get them done and encouraging us to use our year 2 team within our buildings to get as much support as possible inside and out. The assignments were great in terms of relating it to our teaching and providing opportunities to upload what we are doing currently. I appreciate the year 2 course, giving it a good balance between our work life and turning in assignments as well.” — James W., Dance Teacher

The micro-credential is awarded as a digital badge, which candidates can proudly display on their LinkedIn profiles and other compatible social media platforms. This dynamic visual representation allows potential employers to easily verify the credential's authenticity and understand the rigorous criteria behind its attainment.

As micro-credentials gain traction in the education sector, they offer a personalized alternative to traditional professional development. The Rutgers Alternate Route program is at the forefront of this trend, providing educators with flexible, job-embedded learning experiences tailored to their specific content areas.

The program's success in improving professional learning for teachers is evident, and Rutgers Alternate Route proudly congratulates the 2024-2025 cohort of digital badge recipients on their outstanding achievement.

If you’re considering following your dream of teaching, Rutgers Alternate Route can offer you the support and training you need to succeed. Be sure to follow Rutgers Alternate Route on Twitter and sign up for Alternate Route’s monthly newsletter for more information and stories from the field of education.