Strong Reflective Teaching Practice Results in Micro-credential for New Jersey Teachers

The Rutgers Alternate Route program has reached a significant milestone as its latest cohort of educators received the Reflective Teaching micro-credential. This achievement comes after a full year of rigorous self-examination and professional growth within the Supervised Provisional Teaching II course.

Since its inception in 2019, the program has seen remarkable growth. The inaugural group of roughly 200  non-credit teaching candidates has expanded to over 286  participants, reflecting both increased enrollment and improved retention rates between the first and second years of the program.

In an era where interest in teaching careers is waning, the Rutgers Alternate Route program stands out for its ability to nurture dedicated educators committed to continuous improvement. These new teachers demonstrate their dedication by critically analyzing their instructional methods and assessing the impact of their decisions on student learning outcomes.

The micro-credential coursework is comprehensive and demanding. Candidates must reflect on video recordings of their teaching experiences, analyze student work samples, and provide evidence of their effectiveness as learning facilitators. They are also required to conduct in-depth analyses of their teaching practices, supported by relevant research. Furthermore, candidates must assemble and collaborate with a team of educational leaders and distinguished peers to enhance their reflective teaching practice.
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. Many candidates found the reflective teaching exercises particularly beneficial, noting how they helped identify areas of success and improvement.

"Overall, this was a good course, and I will certainly use what I have learned in my future teaching! I liked the feedback provided and the assignments."  - Celine C. , French Teacher 

“This course is manageable and the most I took away was from recording lessons. This allowed me to see from a different lens how my class is operating as well as the deliverables, allowing reflection in the process.” - Matthew S ., Physical Science Teacher

“I thought it was a very thorough course which gave me the opportunity to reflect on my teaching practice and showed me where I could use improvement.” - John M., Elementary School Teacher 

"I appreciate how many opportunities I had to work with my Year 2 team. Not only did we meet to complete assignments, but we were able to work more closely together and discuss other matters about working in the school district and concerns I had about students/teaching. It was very helpful to have these meetings with Year 2 members and learn more of the ropes about teaching in Trenton." - Marissa G., Music Teacher 

“I felt the course was very comprehensive. It helped me refine my strategies around planning, instruction and assessment. I became more comfortable using research materials, and much more knowledgeable on how to leverage different aspects of lesson planning to produce more engaging learning activities for my students.” - Peter A., Middle School Math Teacher 

"My love of teaching pushes me to be better each time I find room for improvement. The course materials have also assisted in exposing me to additional ways of reaching students, colleagues, and the community. Thank you and keep up the great work!" - Marlene B. , ESL Teacher 

"I found it useful to spend time reflecting on my teaching practice during this course. The content webinars were interesting and helped to provide additional PD about pertinent topics. I worked alongside my mentor for the assignments this year again, which was helpful in completing the assignments as I continued to adapt to the expectations of my school. I'm glad that this was a consistent factor from last year, as it is helpful to have an "expert" who can help me stay on track with the assignments." - Carla P. , Spanish 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 2023-2024 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.