Education

Conceptual Framework

The mission of the School of Education is to prepare highly effective educators, school counselors, and school leaders who believe in full inclusion, who value diversity, who are reflective, and who are knowledgeable about best practices. Therefore, we ask Sage educators, counselors, and leaders to consider two essential questions throughout their studies and field experiences: Who am I in the lives of those with whom I work? Who am I in the life of my educational community? We expect all Sage candidates to demonstrate leadership and create optimal educational outcomes for all learners.

Conceptual Framework: An underlying structure in a professional education unit that gives conceptual meanings through an articulated rationale to the unit’s operation, and provides direction for programs, courses, teaching, candidate performance, faculty scholarship and service, and unit accountability.

AAQEP Accreditation

  • Association for the Advancement of Quality Educator Preparation, 173 Milkweed Dr., Lake Frederick, VA 22630. 301-276-5106.

Degrees and Certificates

Classes

EDU 201: Education and Society

Class Program
Credits 3

This is a survey course for those having an interest in education as a field of study. Its primary aim is to familiarize students with the function of educational institutions in current society. The major social forces and values, psychological theories, knowledge structures, and technologies influencing curricular and instructional choices will be examined. Candidates enrolled in EDU-201 must complete 25 hours of fieldwork.

EDU 206: Educational Psychology

Class Program
Credits 3

This course includes a survey of the facts and principles of educational psychology and the results of psychological research as they relate to the major activities and problems of the teacher. Also considered are the general nature of growth and the principles of learning, the nature of reasoning, the realm of values, and the relation of mental health to education. Students enrolled in EDU-206 must complete 25 hours of fieldwork.

Prerequisites

EDU-201 or PSY-101

EDU 252: Learning, Language and Literacy

Class Program
Credits 3

Candidates will engage in activities that align with Sage's Conceptual Framework, and which will specifically lead them to:  Extend their knowledge of teaching reading and writing utilizing the NYSED Next Generation Learning Standards; Explore language and literacy practices and strategies that promote pre-reading/writing B-2 and reading and writing in grades 3-9; Differentiate lessons to meet the needs of all learners; Utilize assessment data to inform practice and create a pathway for next steps; Engage in reflective practices; Demonstrate a positive, respectful view of learners, their families, communities, and colleagues; listen deeply to the experiences and perspectives of all those within the community to ensure a healthy and safe learning environment/community of learners. 15 hours of fieldwork required.

Corequisites

EDU 201

EDU 306: Inclusive Teaching Strategies

Class Program
Credits 4

This course focuses on planning for multi- level, structured learning experiences for students with diverse characteristics and learning abilities. This course will include: gaining knowledge of learning styles, understanding challenges that impact learning, differentiation, working with parents and other educational personnel, using learning theories and models of teaching to maximized student learning, and fostering the development of critical thinking skills in all students. *This course requires 25 hours of fieldwork in a special education and/or ELL setting. (Equivalent to SEE 306)

Prerequisites

EDU 201 & EDU 206

EDU 314: Social Studies Methods

Class Program
Credits 2

Using the New York State Learning Standards as a guide, the function and organization of social studies in the elementary school will be addressed. Candidates will be guided in selection of content, use of materials and application of specific teaching methods and unit development. (Equivalent to SEE 314)

Prerequisites

EDU 201, EDU 206, EDU 252

EDU 323: Teaching Math, Science & Technology

Class Program
Credits 4

This course examines contemporary methods of teaching math, science, and technology that meet the New York State Teaching Standards P-9. There will be an emphasis on providing clinically rich experiences for candidates in the teacher education programs which shall include research-based pedagogical practices and new approaches to teaching math, science, and technology. Embedded in this course are 30 hours of fieldwork. (Equivalent to SEE 323)

Prerequisites

EDU 201 & EDU 206

EDU 325: Teaching & Learning in Middle School

Class Program
Credits 3

This course explores the nature of teaching and learning in the middle school. Curriculum and pedagogical decisions are based on the needs of the young adolescent in contemporary society. Interdisciplinary instruction and responsive teaching that actively engage middle school learners in the school community are covered.

Prerequisites

EDU 201 & EDU 206

EDU 337: Classroom Management

Class Program
Credits 3

This course is designed to provide candidates with a variety of techniques for organizing instruction and managing individual learners and groups. Other topics include classroom organization, administration, evaluation and scheduling. (Equivalent to SEE 337)

Corequisites

EDU 307

EDU 348: Topics in Education

Class Program
Credits 3

The department occasionally offers special topics courses covering areas and topics not otherwise included in the curriculum.

EDU 352: Advanced Learning, Language & Literacy

Class Program
Credits 4

Candidates will deepen their understanding of best practices in literacy instruction by: utilizing the Next Generation Learning Standards in ELA to develop appropriate and engaging lessons; differentiating lessons to meet the needs of all learners specifically students with disabilities and English language learners; implementing literacy instruction in P-9 classrooms; administering and evaluating a variety of formal and informal literacy assessments; utilizing assessment data and progress monitoring data to develop targeted intervention; reflecting upon lessons, student learning, student needs, and data Candidates will explore the importance of demonstrating and maintaining a positive and respectful relationship with families, community members, and colleagues. They will also learn to listen deeply to the experiences, feedback, and perspectives of others in order to create a safe and healthy learning environment where all students will flourish and grow. (Equivalent to SEE 352)

Prerequisites

EDU 201, EDU 206, and EDU 252

EDU 401: Student Teaching B-2

Class Program
Credits 6

Student teaching consists of supervised practice teaching in grades pre-K, K, 1, or 2, with coordinated academic responsibilities. A weekly seminar is required. A $250 fee is required for each placement.

Prerequisites

Cumulative GPA 3.000 or higher and EDU 201, EDU 206, EDU 252, EDU 306, EDU 314, EDU 323, EDU 337, EDU 352, & EDU 412

EDU 402: Student Teaching 3-6

Class Program
Credits 6

Student teaching consists of supervised practice teaching in grades 3 to 6 with coordinated academic responsibilities. A weekly seminar is required. A $250 fee is required for each placement.

Prerequisites

Cumulative GPA 3.000 or higher and EDU 201, EDU 206, EDU 252, EDU 306, EDU 314, EDU 323, EDU 337, EDU 352, & EDU 412

EDU 405: Middle Childhood Student Teaching

Class Program
Credits 6

Student teaching consists of supervised practice teaching in grades 5 and/or 6 with coordinated academic responsibilities.  A weekly seminar is required.  A $250 fee is required for each placement.

Prerequisites

EDU 307, EDU 312, EDU 313, EDU 314, EDU 315, EDU 319, and EDU 337

EDU 406: Middle School Student Teaching

Class Program
Credits 6

Student teaching consists of supervised practice teaching in grades 7 and or 8 with coordinated academic responsibilities.

Prerequisites

Cumulative GPA of 3.000 or higher and EDU 306, EDU 314, EDU 323, EDU 337 & EDU 352

EDU 412: Early Childhood B-2 Methods

Class Program
Credits 4

This course explores instructional processes that foster social, emotional, cognitive, linguistic, physical, and aesthetic growth and development in early childhood learners. Students create and implement learning experiences, conduct assessments reflecting understanding of those processes, and determine next learning steps unique to each learners’ readiness. The course requires 30 hours of field experience in an EPK-2 classroom designated by the instructor. Students must provide their own transportation to and from the placement site. (Equivalent to SEE 412)

Prerequisites

EDU 201, EDU 206, EDU 252, EDU 314, EDU 337, & EDU 352

EDU 420: Foundations of Literacy

Class Program

This course addresses approaches to literacy which reflect best practice and research about learning. The key focus is for all students to become literate, across cultures and capabilities. Basic reading and developmental linguistic theories, models of reading instruction and teaching methods are studied. Participants prepare and teach lessons covering various aspects of literacy. Candidates enrolled in EDU-420 must concurrently enroll in EDU-420F (fieldwork).

Corequisites

EDU-420F

EDU 420F: Foundations of Literacy Fieldwork

Class Program

Candidates in EDU-420 are required to complete 25 hours of fieldwork associated with the course. The 25 hours of fieldwork are a component of the NYSED requirement that all candidates seeking certification complete 100 hours of fieldwork before student teaching or internship. These hours must be completed in a classroom serving students in the grades for which the candidate is seeking a certificate and must be completed under the supervision of a certified teacher. Candidates who have previously completed fieldwork meeting this requirement should register for EDU-420F and provide documentation of their experience to the EDU fieldwork coordinator.

Corequisites

EDU-420

EDU 474: Reading & Writing in the Content Areas

Class Program
Credits 3

Methods and materials for delivering content area instruction through reading and writing are examined. Candidates will design instruction that develops literacy skills and broadens and enriches student learning of academic subjects. In addition, effective teaching strategies for helping struggling and disabled students in inclusive classrooms are covered in detail.

SEE 306: Inclusive Teaching Strategies

Class Program
Credits 4

This course focuses on planning for multi-level, structured learning experiences for students with diverse characteristics and learning abilities. This course will include: gaining knowledge of learning styles, understanding challenges that impact learning, differentiation, working with parents and other educational personnel, using learning theories and models of teaching to maximize student learning and fostering the development of critical thinking skills in all students. *EC/CE candidates enrolled in SEE 306 must complete 25 hours of fieldwork in P-6 special education classrooms. EC/CE/Sped must complete 25 hours in an adolescent-adult placement. (Equivalent to EDU 306)

Prerequisites

EDU 201 & EDU 206

SEE 314: Social Studies Methods

Class Program
Credits 2

Using the New York State Learning Standards as a guide, the function and organization of social studies P-12 will be addressed. Candidates will be guided in selection of content, use of materials and application of specific teaching methods, unit development, and integration of ELA standards, and inclusive practices and differentiation to meet the needs of English Language Learners and students with Disabilities. (Equivalent to EDU 314)

Prerequisites

EDU 201, EDU 206, and EDU 252

SEE 323: Teaching Math, Sci, & Technology

Class Program
Credits 4

This course examines contemporary methods of teaching math, science, and technology that meet the New York State Teaching Standards P-9. There will be an emphasis on providing clinically rich experiences for candidates in the teacher education programs which shall include research-based pedagogical practices and new approaches to teaching math, science, and technology. Inclusive practices and differentiation to meet the needs of English Language Learners and Students with Disabilities will be explored and included. Embedded in this course are 30 hours of fieldwork. (Equivalent to EDU 323)
 

Prerequisites

EDU 201 & EDU 206

SEE 337: Classroom Management

Class Program
Credits 3

This course is designed to provide candidates with a variety of techniques for organizing instruction and managing individual learners and groups. Other topics include classroom organization, administration, evaluation and scheduling. Attention will be given to school-based models to address behavior including positive behavior supports (PBS) and response to intervention (RTI) programs as well as curricula and interventions to assist children and youth in developing social emotional competence, self-regulation and executive function skills. (Equivalent to EDU 337)

SEE 352: Advanced Learning Language & Literacy

Class Program
Credits 4

Candidates will deepen their understanding of best practices in literacy instruction by: utilizing the Next Generation Learning Standards in ELA to develop appropriate and engaging lessons, differentiating lessons to meet the needs of all learners specifically students with disabilities and English Language Learners. implementing literacy instruction in P-9 classrooms, administering and evaluating a variety of formal and informal literacy assessments; utilizing assessment data and progress monitoring data to develop targeted intervention; reflecting upon lessons, student learning, student needs, and data. Candidates will explore the importance of demonstrating and maintaining a positive and respectful relationship with families, community members, and colleagues. They will also learn to listen deeply to the experiences, feedback, and perspectives of others in order to create a safe and healthy learning environment where all students will flourish and grow. This course includes a 30 hour supervised practicum in an urban high needs school district. (Equivalent to EDU 352)

Prerequisites

EDU 201, EDU 206, & EDU 252

SEE 401: Student Teaching Students With Disabilities Elementary

Class Program
Credits 6

Student teaching consists of supervised practice teaching in a special education classroom with
coordinated academic responsibilities. A weekly seminar is required. A $250 fee is required for
each placement.

Prerequisites

Cumulative GPA 3.000 or higher and EDU 201, EDU 206, EDU 252, SEE 306, SEE 314, SEE 323, SEE 337, SEE 352, and SEE 412

SEE 402: Student Teaching Students with Disabilities Secondary

Class Program
Credits 6

Student teaching consists of supervised practice teaching in a special education classroom with coordinated academic responsibilities. A weekly seminar is required. A $250 fee is required for each placement.

Prerequisites

Cumulative GPA 3.000 or higher and EDU 201, EDU 206, EDU 252, SEE 306, SEE 314, SEE 323, SEE 337, SEE 352, and SEE 412

SEE 412: Early Childhood Methods

Class Program
Credits 4

This course explores instructional processes that foster social, emotional, cognitive, linguistic, physical, and aesthetic growth and development in early childhood learners. Students create and implement learning experiences, conduct assessments reflecting an understanding of those processes, and determine the next learning steps unique to each learner's readiness. Inclusive practices and differentiation to meet the needs of English Language Learners and Students with Disabilities will be explored and included. The course requires 30 hours of field experience in an EPK-2 classroom designated by the instructor. Students must provide transportation to and from the placement site. (Equivalent to EDU 412)

Prerequisites

EDU 201, EDU 206, EDU 252, SEE 314, SEE 337, and SEE 352

SEE 415: Assessment, Planning, and Assistive Tech

Class Program
Credits 4

This course explores instructional processes that foster social, emotional, cognitive, linguistic, physical, and aesthetic growth and development in early childhood learners. Students create and implement learning experiences, conduct assessments reflecting understanding of those processes, and determine next learning steps unique to each learners readiness. The course requires 30 hours of field experience in an Early Pre-K-2 classroom designated by the instructor. Students must provide their own transportation to and from the placement site.
 

Prerequisites

EDU 201, EDU 206, EDU 252, SEE 314, SEE 337, SEE 352