Students can play modern board games and dive into immersive VR experiences.

Faculty can incorporate games across disciplines to support critical thinking, collaboration, storytelling, systems analysis, and experiential learning. The Game Hub supports course integration, project-based work, and experimentation with game-based and game-informed pedagogy, whether for a single class session or an entire course.

The Game Hub is an extension of Livia Alexander’s research, which was completed as part of ����vlog’s Higher Education Academic Leadership (HEAL) Program. Alexander is a Professor of Art and Design and, as a participant of the HEAL Program, explored game-based learning and play tools for community building, pedagogy, and interdisciplinary engagement.

The Game Hub has been made possible by University Libraries’ sponsorship and The ADP Center for Learning Technologies’ partnership.

Visitor Information

Location: The ADP Center for Learning Technologies (University Hall 1140), ����vlog

Availability: Monday – Thursday: 9 AM – 8 PM; Friday: 9 AM – 3 PM

About the Higher Education Academic Leadership (HEAL) Program

The HEAL Fellowship program provides opportunities for faculty to identify and study an important problem or challenge facing higher education and propose a scalable and impactful intervention that ultimately supports the success of students, faculty, staff, or the university.

Story by Social Media and Communications Coordinator��Lauren Conforti��

Initiated by Drs. Jesse Ha and Minkyung Choi, Department of Teaching and Learning, and coordinated by Marilyn Davis, Director of the Center for Education, Innovation & Strategic Partnerships (CEISP), this program was developed following an initial visit from Busan students and educators earlier in 2025.

This international collaboration led to the creation of the Collective for English Language and American Culture, which, this summer, hosted teacher education majors from South Korea at Montclair for a four-week program.

About the Collective for English Language and American Culture

Marilyn Davis, Director of CEISP, Fernando Naiditch, Associate Professor (Department of Teaching and Learning), and Dean Vincent C. Alfonso with Busan National University students.

The visiting students were future educators preparing for careers in Korea and beyond. During their four-week stay at ����vlog, they engaged in English language immersion and reflective practice, observed and taught in the Summer Literacy Enrichment Program and epiSTEMic Summer STEM camp, and collaborated with U.S.-based educators.

They experienced U.S. classrooms, including the Ben Samuels Children’s Center, to observe inclusive and culturally responsive teaching methods, gaining an understanding of American education. The students also attended lectures led by Drs. Erik Jacobson and Fernando Naiditch participated in structured reflection sessions and practiced English immersion skills through dedicated workshops.

Exploring Montclair and Beyond

Fernando Naiditch, Associate Professor (Department of Teaching and Learning), accompanied Busan National University students on a trip to New York City.

The students experienced life in residence halls at Bloomfield College of Montclair State University, navigating transportation from Bloomfield, NJ, to Montclair, NJ. They toured the ����vlog campus and visited the Yogi Berra Museum & Learning Center, which promotes values like respect, perseverance, sportsmanship, and excellence through inclusive, culturally diverse sports-based educational exhibits and programs.

Additionally, they received a tour of New York City and a trip to Washington, D.C., led by Dr. Helenrose Fives, to further enrich their learning experience. These experiences helped them navigate travel to both cities, build friendships, and connect with Montclair faculty and staff.

Prospective Students and Parents: Learn about��Montclair admissions��and the��College for Education and Engaged Learning.��Plan your visit��and take your first step in��applying to become a Red Hawk.

Dr. Bacon and a group of master’s students from the University of Graz. Dr. Bacon delivered a lecture on how to incorporate people with disabilities into research for inclusive education.

Dr. Bacon delivered six lectures to undergraduate, master’s, and doctoral students on the need for inclusive practices in education to accommodate all learners, particularly those with disabilities and immigrant backgrounds.

Inclusivity and Community Engagement in Austria

Dr. Bacon visited a model school with strong inclusive practices, serving predominantly immigrant students and students with disabilities. “The experience was enlightening,” she remarked. “I observed how inclusive approaches can transform education for immigrant families and students with significant disabilities, fostering an environment where every student has the opportunity to thrive.”
She also participated in a vibrant diversity ball that celebrated inclusivity and community engagement.

“The trip underlined the importance of viewing inclusion through a broader lens—one that encompasses cultural and language needs alongside disabilities,” she stated. “I am excited about the possibilities for collaboration that lie ahead.”

Montclair’s Partnership with Graz, Austria

Graz is the second-largest city in Austria, and its partnership with the Township of Montclair was formed after World War II to become a Sister City, fostering global understanding between nations.
����vlog recently celebrated the 75th anniversary of its partnership with the University of Graz.

Dr. Bacon’s trip highlighted the long-standing partnership between Graz and Montclair, underscoring the university’s commitment to advancing internationalization.

Fostering International Partnerships and Faculty Development

This visit was funded by the Erasmus+ programme, a European Union initiative that supports education and training. The program aims to foster cooperation between partner countries, promoting personal development and opportunities. It provides a platform for exchanging innovative ideas and practices on inclusive education, reinforcing the importance of international collaboration in the field.

Inclusive Education Initiatives at ����vlog

The Certificate in General Education Studies (CGES) is Montclair’s credential-granting, inclusive postsecondary education program. CGES offers students with intellectual disability labels an inclusive educational experience that encompasses a range of academic, social, and recreational activities. Students participate in a supported work experience related to their career ambitions or continuing education. Learn more about CGES here.

Prospective Students and Parents: Learn about Montclair admissions and the College for Education and Engaged Learning. Plan your visit and take your first step in applying to become a Red Hawk.

Montclair Alumni Andrew Bishop, Jayda Dizon, and Michelle Guerra were awarded the honor. Guerra and Bishop both received an additional distinction at the state-wide award ceremony held on June 3rd. All three alumni will be teaching in New Jersey for the 2025-2026 school year.

Middle School Mindfulness

To better engage students during the start of the school day as a social studies student teacher at , Andrew Bishop led a presentation on social-emotional learning techniques he learned in the Teacher Education Program.

“I put myself in my students’ shoes. It was early, they were tired, and they had a full day of school ahead of them. While reviewing my notes from my time in the Teacher Education Program, I came across a lesson on Social Emotional Learning, and it reminded me of an activity from my own K-12 education: Mindful Moments,” Bishop shared.

He developed his version of “Mindful Moments,” and every day, after reviewing homework and completing warm-ups with his students, he took three minutes to shut off the lights, let the students rest their heads, and play relaxing music while reading mindfulness prompts he created.

“The results were remarkable,” he reflected. A month after implementing this practice, he surveyed his students, and over 90% shared that they found value in their daily Mindful Moments break.

“Without the dedicated guidance of my professors, I wouldn’t be the teacher I am today,” Bishop said of the support he received from Montclair faculty. “Their passion for preparing future educators and showing empathy toward students, combined with their overall expertise in the field, has been invaluable.”

Empathy as a Teaching Tool

“One of the most significant challenges I faced during my clinical internship was understanding my students’ hardships at home and incorporating that knowledge into my teaching,” Michelle Guerra said after completing her student teaching at in Paterson.

“As an educator in an urban district, I recognized that personal circumstances outside the classroom greatly impacted students’ engagement, behavior, and academic performance,” Guerra said. She worked to build strong relationships with her students, adapting her lesson plans to meet their needs and ultimately supporting students beyond academics.

As a result, she saw positive changes in students’ engagement and participation levels, showing a renewed interest in learning. “I learned the importance of empathy in teaching, and that being a teacher means being responsive to the whole child, not just their academic needs,” Guerra reflected.

Guerra will be teaching at Bergen County Technical High School in Paramus, New Jersey, and is becoming certified in both English and Teacher of Students with Disabilities.

Confidence in the Classroom

Wanting to follow in the footsteps of her inspiring eighth-grade English teacher, Jayda Dizon had always envisioned becoming a middle school teacher herself. When she was challenged to shift gears and work with high school students at Dizon leaned on her Cooperating Teacher, who modeled effective classroom management and engagement strategies. During the course of student teaching, Cooperating Teachers are key figures for the student to lean on for guidance as they complete their teacher preparation program.

Dizon developed her teacher identity with her students: “I realized that finding my voice didn’t mean authority – it meant embracing my own style of teaching while remaining adaptable to my students’ needs. Moving forward in my educator career, I feel prepared to step into any classroom setting with the ability to adapt, connect, and lead with authenticity.”

Dizon will be returning to teach at Bloomfield High School while pursuing an additional certification as a Teacher of Students with Disabilities.

About the Distinguished Clinical Intern & Cooperating Teacher Awards

These awards publicly recognize the year’s fifteen top graduates of educator preparation programs in New Jersey’s colleges and universities. An independent panel of notable New Jersey educators and administrators evaluates the awardees and selects fifteen of them for additional distinction.

Award recipients are selected based on their achievements within the educator preparation program, and ultimately, on how they adapt their learned teaching methods and strategies to meet students’ needs.

Teacher Education Initiatives at ����vlog

The College for Education and Engaged Learning is dedicated to continuing Montclair’s legacy by preparing aspiring teachers, administrators, and other education professionals for success in New Jersey and beyond.

����vlog has been preparing future educators since its establishment in 1908 as the “New Jersey State Normal School at Montclair,” later becoming “Montclair State Teachers College” in 1927.

Prospective Students and Parents: Learn about Montclair admissions and the College for Education and Engaged Learning.��Plan your visit and take your first step in applying to become a Red Hawk.

Story by Social Media and Communications Coordinator��Lauren Conforti��

Sentina is a Montclair alumnus who has returned to complete the Masters in Higher Education (HIED) graduate program within the College for Education and Engaged Learning. This two-year hybrid graduate program equips current and future college and university leaders with relevant knowledge and practitioner-based skills to problem-solve through an equity and social justice lens.

Sentina taking a selfie as a Student Ambassador in the Department of Undergraduate Admissions.

He previously earned his undergraduate degree from Montclair in 2014, majoring in Sociology with double minors in Psychology and Dance. During this time on campus, Sentina worked as a Student Ambassador in the Department of Undergraduate Admissions and attributes this role as the starting point for viewing higher education as a viable career path.

Sentina is passionate about creating inclusive and culturally responsive environments in higher education, with a special focus on supporting international students. For three years, he taught English in the Jinhae District of Changwon, South Korea – famous for its annual cherry blossom festival – where he gained a deeper understanding of the challenges international students face when navigating new cultures and systems.

“From the onset of my time in the HIED program, I made it my goal to explore how higher education can better support international students,” Sentina says. He leveraged every class opportunity in the program to center his projects and papers around this focus, and finally, his capstone project.

Sentina teaching English in the Jinhae District of Changwon, South Korea.

In partnership with the Office of Global Engagement, Sentina launched a survey to better understand the needs of international graduate students at Montclair. “The survey for my capstone project wasn’t just about collecting data, but about initiating a larger conversation around inclusion, support, and meaningful engagement for these students,” he says.

Sentina presently works in a student-centered service role as an Administrative Services Coordinator in the College of Humanities and Social Sciences (CHSS). He supports various administrative, academic, and event-related operations across multiple departments within the college by coordinating events, managing daily operations, and ensuring a smooth experience for faculty and staff.

Dr. Ashante Connor, Associate Vice President of Inclusive Excellence and Special Advisor to the President, says of Sentina: “Rey embodies the spirit of engaged learning, academic excellence, and community impact that defines our college and its mission. His ability to speak with authenticity, humility, and purpose makes him an ideal representative of this graduating class. Rey’s personal journey, commitment to international students, professional insights, and hopeful vision for the future of education will resonate deeply with our graduates.”

As the firstborn son of Filipino immigrants, Sentina says, “I deeply value the opportunities I’ve had, knowing that my journey was made possible by my parents’ decision to leave their small seaport town in the Philippines in search of a better life.”��

Reflecting on his experience in the HIED program and his capstone project, he says, “I feel confident in my ability to continue this work and collaborate with higher education institutions to propose practical strategies for supporting the growing population of graduate international students. The faculty within CEEL challenged me to think critically about my research and the broader higher education landscape and provided unwavering support and belief in me. That foundation has been key to my growth, confidence, and success over the past three years.”��

Outside of work and academics, Sentina enjoys reading a good book or dancing to K-pop in a studio – sometimes both in the same week.

___

Are You A… Prospective Student / Parent?��

Learn more about the College for Education and Engaged Learning, plan a visit to our campus, and take the first step toward applying to become a Red Hawk.��

This winter, CEEL’s Center for Education, Innovation & Strategic Partnerships (CEISP) hosted three Busan National University of Education clinical interns preparing to become elementary school teachers in South Korea. CEISP leads strategic collaborations to enhance learning environments and foster collaborative partnerships across diverse educational landscapes in New Jersey and beyond.

Marilyn Davis, Director of CEISP, and Jesse Ha, Assistant Professor (Department of Teaching and Learning & School of Computing), welcomed the students and their advisor, Professor Dr. Dongwon Lee, to visit two partner districts within ����vlog Network for Educational Renewal (MSUNER): and (Rockaway Township School District); as well as (Leonia Public Schools).

Mr. Jason Belton, Principal, welcomed the clinical interns and Professor Dr. Lee to Orange High School.

Jesse Ha spoke of the clinical interns’ visit and the future of partnerships with Busan National University of Education: “This is the first visit that will lead to the eventual long-term partnership between Busan National University of Education. We envision not only exchanging students and having reciprocal summer programs, but we also see this partnership leading to transfer agreements with many Busan students coming to Montclair to pursue a master’s degree in education. Moreover, we have already found school districts willing to hire these potential teachers even though they are South Korean citizens through different hiring pathways, thus helping to meet NJ’s dire need for teachers in the coming decade.”

Ms. Magdalen (Maggie) Neyra, Principal, welcomed Jesse Ha and the clinical interns to Anna C. Scott Elementary School.

Students and faculty from partner districts welcomed their visitors to share their South Korean heritage, traditions, educational approaches, and personal stories.

Marilyn Davis spoke of CEEL’s plans to collaborate with Busan National University of Education through the new “Collective for English Language and American Culture (CELAC),” bringing 20 teacher education majors from South Korea to ����vlog for a four-week program every July.��

This program will immerse the visiting students in English language training and American cultural studies, further strengthening the international partnership. They will be housed on the nearby Bloomfield College of ����vlog campus, creating a close-knit community for cultural exchange.

Davis added, “Initiatives like this build educational bridges between the two institutions and exemplify the global mindset necessary to prepare future educators. By fostering a deeper understanding of diverse cultures and practices, the partnership empowers educators to adopt innovative approaches that resonate across various educational contexts.”��

The College for Education and Engaged Learning is committed to representing ����vlog as a leader in international education and looks forward to welcoming Busan National University of Education teacher education students in the coming years.

Story by Social Media and Communications Coordinator Lauren Conforti��

The CCC is comprised of the ADP Center for Learning Technologies, Ben Samuels Children’s Center, Center for Education, Innovation, and Strategic Partnerships, Center for Autism and Early Childhood Mental Health, Center of Pedagogy/for Student Success and Educator Excellence, and Center for Research and Evaluation on Education and Human Services.

The CCC is a centralized hub and “one-stop shop” for Montclair and counties throughout New Jersey to access comprehensive services and resources, including—but not limited to—professional development for Montclair students and educators, clinical and family support services, and early care and education for children from birth through five years.

“We are thrilled to welcome Dr. Dong to CEEL and look forward to collaborating with him as he takes the helm of the CEEL Center Consortium,” said Dean Vincent C. Alfonso.

He added, “We do not doubt that with his leadership experience and distinguished academic career, Dr. Dong will do great things to support the growth and success of our college’s centers.”

Dr. Dong has been a tenured Professor of Finance. He earned his Ph.D. in Financial Economics from the University of Delaware and is pursuing an Ed.D. in Adult Learning and Leadership at Teachers College, Columbia University.

Dr. Dong has held significant roles throughout his career. He served as Provost and Chief Academic Officer at (DSU), Acting Dean of the (NJCU), and Chair at the .

As a scholar, Dr. Dong has contributed extensively to his field. His research has been published in esteemed journals, including the and the Journal of Asset Management. He is the author of Data Analytics in Finance and four other textbooks. Over the past decades, he has taught and advised students across disciplines, including business, education, and mathematics, impacting undergraduate and graduate learners.

Dr. Dong has also been instrumental in institutional transformation. His leadership during the academic restructuring of DSU and NJCU garnered widespread acclaim. Reflecting on his contributions, DSU noted: “Dr. Dong’s leadership at DSU has set a benchmark for academic and institutional excellence. His focus on continuous improvement, innovation, and diversity has profoundly shaped the university’s trajectory. By prioritizing teaching and learning, Dr. Dong has left an indelible mark on DSU and the broader landscape of higher education.”

Dr. Dong said, “����vlog is a place I admire. The institution has great students, is empowered by great faculty, and is served by great staff. It is a privilege to have been chosen by Montclair. The search process was a role model for Gratitude, Hospitality, and Invitation.”

He also emphasized the importance of remaining close to his wife and sons and balancing family and professional life.

Dr. Dong’s passion for education, leadership, and innovation continues to shape his journey and contributions to the academic world.

Story by Social Media and Communications Coordinator��Lauren Conforti��

As President of TSP, Alfonso will work to address the shortage of school psychologists nationwide who provide critical support to children and families in New Jersey and beyond.

TSP directly supports the education and professional development of faculty who prepare and foster future school psychologists at higher education institutions across the U.S.

Alfonso will lead a board of 17 members to plan and execute TSP’s resources and offerings, including an annual conference, a research journal, and low-cost professional development opportunities for members.

About the Trainers of School Psychologists

Trainers of School Psychologists (TSP) is comprised of faculty around the United States who teach in school psychology programs at the certificate and doctorate levels.��

TSP is “committed to innovation and excellence in graduate training programs for specialist and doctoral school psychologists,” and their purpose is to “foster high-quality training in school psychology programs.” The organization will host its next annual conference at in February 2025.

Alfonso’s experience as a psychologist in school districts and mental health centers in the New York metropolitan area included counseling, conducting psychoeducational evaluations, parent and teacher consultations, and clinical research.��

Before joining CEEL, Alfonso dedicated 19 years to academic leadership and administration at in New York City. He served as program director for the School Psychology (Ph.D.) program and executive director of two assessment centers. Additionally, he contributed to the and the broader university community as a professor of school psychology, as well as six years as an associate dean and one year as the acting dean.

Alfonso holds a PhD and master’s in Clinical/School Psychology from , and is a former dean and professor at the in Spokane, Washington. He also served as Interim Dean at the in Bronx, New York, where he was responsible for creating faculty governance and structure, working with program chairs to develop academic policies, and maintaining budget oversight.��

After his tenure as President, he will continue to support TSP as “Past President” for the 2025-2026 academic year, followed by an “Advisor” role for the three years following.

School Psychology Initiatives at ����vlog

Alfonso hopes to launch a doctoral program (PsyD) in school psychology within CEEL in Fall 2026. Recently, Montclair approved a faculty line to support this academic initiative. If the launch takes place, this would be the third PsyD program offered in New Jersey and the twenty-first in the United States. The program would support students pursuing a practitioner role in various settings, including PK-12 education.

“It’s an honor to be named President of TSP, an organization I deeply admire. In addition, I look forward to expanding educational and training opportunities for future school psychologists within the College for Education and Engaged Learning at ����vlog,” says Alfonso.

Story by Social Media and Communications Coordinator��Lauren Conforti��

Bergen County: Margarita Diakos

Margarita Diakos completed the College for Education and Engaged Learning’s Principal Certification program and earned the 2023 Promising Leader award. Recipients are recognized for carrying out the program vision: “Our graduates are visionary and inspirational leaders who champion socially just schools and organizations committed to excellence in teaching and learning.”

“Margarita graduated summa cum laude from The College of New Jersey with a master’s degree in special education and general education and a bachelor’s degree in psychology.

With eleven years of experience as a special education teacher, she currently leads the Student Transition Education Program for neurodiverse students, ages eighteen to twenty-one, at Ramsey High School.

Beyond these endeavors, Margarita contributes to the Ramsey School District’s Inclusion and Belonging Advisory Committee, working alongside administration, educators, students, and parents in making the Ramsey community a more inclusive place for all stakeholders.

She strongly advocates for embracing and celebrating diversity, making it her mission to dismantle barriers for her students. Margarita’s relentless efforts consistently enhance learning opportunities for students of all abilities. Through collaborative efforts, she strives to work towards providing an exceptional education to all her students to cultivate resilient, responsible, empathetic, and engaged global citizens.” Excerpts from .

Essex County: El Houcin Houssam

El Houcin Houssam is a mathematics teacher at West Side High School.

El Houcin Houssam holds a master’s degree in teaching from ����vlog and is a graduate of the Newark-Montclair Urban Teacher Residency (NMUTR), an initial teacher certification program for college graduates and career changers with a deep commitment to urban education. He also holds a bachelor’s degree in mathematics of finance and actuarial science from the New Jersey Institute of Technology.

“With just five years of teaching experience in mathematics, he has expertly guided young adults in their pursuit of careers in science, engineering, and mathematics, instilling in them a passion for learning and discovery.

As an active participant on the school improvement panel, he offers valuable insights to enhance the educational experience for all students. In addition to his teaching responsibilities, El Houcin serves as the advisor of the Debate Club, where he nurtures critical thinking and communication skills among students beyond the classroom.

He demonstrates leadership and innovation in and outside of the classroom by contributing his ideas and expertise with his colleagues, students, and families which fosters a culture of continuous improvement and responsiveness to the diverse needs of the school’s educational community.

El Houcin’s ultimate goal is to make a lasting difference in the lives of his students, equipping them with the skills and confidence to navigate the complexities of both mathematics and the world beyond the classroom.” Excerpts from .

Sussex County: Mary Houghtaling

Mary Houghtaling is an English teacher at Kittatinny Regional High School.

Mary Houghtaling holds a master’s degree in English from Montclair as well as a bachelor’s degree in English literature from Stockton University.

“Currently enrolled in a master’s program in Holocaust and Genocide Studies at Stockton University, she demonstrates a dedication to understanding critical issues. With two decades of teaching experience at her school, Mary has earned recognition from students and administration for her innovative projects and inclusive teaching methods.

She works hard to positively influence her students, encouraging them to do things they never thought possible and share gifts they did not even know they had.

Mary’s commitment to Holocaust education led to the Alfred Lerner Fellowship and the establishment of the Holocaust and Genocide Research Center at her school in 2023. Additionally, she received the 2019 Mark Schonwetter Grant for Holocaust Education, the 2023 Joan Lavine Keats Teacher’s Grant, and the 2023 Human Rights Education Youth in Action Award.

Mary’s story epitomizes continuous growth, resilience, and an unwavering dedication to her students, education, and community.” Excerpts from .

Warren County: Jennifer Mazziotta-Walter

Jennifer Mazziotta-Walter is a visual arts and gifted and talented teacher at Harmony Township School.

At Montclair, Jennifer Mazziotta-Walter received the Gifted and Talented Education graduate certificate. This certification provides aspiring and practicing classroom teachers, resource specialists, educational consultants, administrators, and parents with the knowledge and skills necessary to successfully teach students who demonstrate exceptional performance in intellectual, creative, or artistic areas and students who may benefit from specialized instruction and activities within specific content areas.

“She also received her bachelor’s degree in fine arts from Arcadia University and earned her post-baccalaureate certification and master’s degree in art education from Kutztown University.

Another grant Jennifer secured funds for was a sensory and community garden, designed by the gifted and talented students, to enhance the school and provide produce for the community and cafeteria.

In 2013, she received the Minx M. Auerbach Award for Excellence in Education and in 2023, had students’ work published in Davis Publication’s middle school textbook Experience Art. Jennifer serves as the membership chair on the executive board of the Warren County Consortium for Student Enrichment.

Through the consortium, she orchestrates the fifth and sixth-grade Battle of the Minds tournament for Warren County, co-organizes the Pringle Project, and helps facilitate a virtual parent seminar, supporting parents and teachers of gifted and talented students.

Jennifer is always looking for opportunities to develop professionally to benefit her students. She is dedicated to creating exciting opportunities for all students and promoting a lifelong love for learning by embracing joy every day through their education.” Excerpts from .

Read more Alumni success stories here.

Kenneth Montalbano, Executive Assistant to the Newark Board of Education Superintendent, and Anya (Aniya) Niceta Mahfood-Shockness, student, pose for a selfie.

For high school students in Newark, NJ, becoming a future teacher is more than an aspiration or a dream. It’s a clear, achievable path through the Red Hawks Rising Teacher Academy, a program within the College for Education and Engaged Learning at ����vlog. Since its development in 2019, this program has introduced young adults enrolled at and to a future career in education.

The Red Hawks Rising Teacher Academy nurtures and guides students toward teaching as a profession. It addresses the critical shortage of teachers of color and empowers young people to transform their communities from within. The program is made possible through a collaboration between ����vlog, the (NBOE), and the (AFT).

Students in the ninth grade are invited to enroll in the NBOE Teacher Academy, a Career and Technical Education (CTE) program at their high school. Teacher Academy students learn about the importance of teaching and the role of public education in their communities. Those interested in continuing are eligible to join the Red Hawks Rising (RHR) Teacher Academy in the 11th grade and become dual enrollment students at Montclair.��

Michael West, Vice Principal of Arts and CTE at East Side High School, coordinates the Red Hawks Rising Program.

In addition to completing their high school requirements, RHR Teacher Academy students complete ten college courses – two per semester across five semesters, including the summer between their junior and senior years of high school. These general education courses are taught by Montclair faculty in the two partner schools. While earning 30 college credits, RHR students are introduced to the Montclair community, the opportunities available on our campus, and the teaching profession.

RHR students are invited to apply to ����vlog, and those who maintain a 3.0 GPA are guaranteed admission. Those who choose to enroll in Montclair full-time can pursue any major. Those who enroll in Montclair full-time can pursue any major, and if they complete the Teacher Education program, they can return to their communities to teach.

This summer, we proudly recognized and celebrated the 34 rising seniors of Cohort 4.

Rita Simoes, Tania Ferreira, and Bruna Demetrio

Rita Simoes, a rising senior at East Side High School, said, “Red Hawks Rising has taught me to embrace challenges and venture into the unknown with my head held high. It also taught me how to communicate, work with others, and be more open-minded. It made me realize there isn’t just one specific way to ensure a bright future.”

Simoes also reflected on being able to enroll in up to 30 college credits as a high school student at no cost. “As the first of my family to go to college, my mother was ecstatic to know I was beginning my journey early – and saving money. By entering this program, I put my future first and ensured I was on the right path.”

Dr. Mayida Zaal is the Founder & Director of Red Hawks Rising and an Associate Professor in the Department of Teaching and Learning.

Dr. Zaal says, “The Red Hawks Rising Teacher Academy provides students with their first college experience – one in which they are supported to thrive by a community of folks committed to their success. RHR students appreciate working with our dedicated faculty, who see their greatness and challenge them to grow.��

During the Summer Academy, students develop confidence by writing speeches for the Fundamentals of Speech course and learning computer languages and coding in their Introduction to Computer Concepts class.

Students expressed that one of the most impactful experiences this summer was meeting faculty and staff from across campus, many of whom are part of the African American Caucus and the Latinx/a/o Caucus. Engaging with faculty and staff who look like our students and were themselves first-generation college graduates made them feel a sense of belonging and empowerment.”

To learn more about the Red Hawks Rising Teacher Academy, email redhawksrising@montclair.edu.

Story by Social Media and Communications Coordinator��Lauren Conforti��