The mission of the Esteves 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.
The motto, “To Be, To Know, To Do,” informs the educational purpose of Russell Sage College, where the common effort is to translate learning into action and application, within a framework that recognizes the obligation of educated persons to lead and serve their communities. In the School of Education, this motto is extended to form the basis for our programs.
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. T-BIRDS the key concepts of the conceptual framework:
- Technology: a vehicle for learners to acquire information, practice skills, use higher order thinking skills, and participate in collaborative projects.
- Best Practices: the pedagogical knowledge, skills and practices that have been shown through research and evaluation to be effective and/or efficient and that candidates use to teach all learners.
- Inclusion and Diversity: the ability to collaborative and team with other professionals in developing and implementing strategies to accommodate diverse learners; the ability to develop solutions that will enhance the learning experiences of all children; and, the ability of candidates to be aware of and sensitive to diversity issues and to use culturally and socially responsive pedagogy.
- Reflection: the ability to reflect and assess one’s own effectiveness, and to systematically make adjustments to improve and strengthen areas needing attention.
- Dispositions: the demonstration of respect for learner differences, commitment to own personal growth, and engagement in short and long-term planning.
- Service Learning: the strategies that integrate meaningful community service with instruction and reflection to enrich children’s learning experience, teach civic responsibility, and strengthen communities.
These elements are interrelated and integrated to prepare teacher candidates to assume roles as reflective facilitators of learning, combining knowledge and skills to exemplify those qualities and dispositions that characterize effective teachers.
- Admission: admission to physical education program requires a cumulative GPA of 2.750 or higher.
- Graduation: cumulative GPA of 3.000 or higher and a major GPA of 2.750 or higher is required for graduation.
- The School of Education requires all students to subscribe to Live Text, an electronic portfolio system.
School of Education Attendance Policy
While individual instructors may approach attendance and participation in varied ways in their grading policies, students in the School of Education should be aware that missing 1/4 or more of class sessions MAY result in AUTOMATIC class failure. Class content and participation are vital to meeting the objectives of School of Education courses.
This course is designed to provide an understanding of the allied professions within physical education and physical activity. In addition to a history of physical education, this course will provide the student with an introduction to the Skill Theme and Movement Concept method of teaching. The student will examine using the three concepts of space awareness, effort, and relationships to analyze both skilled and unskilled movements, explore the relationship of concepts to various skill themes, and apply the concepts in order to plan and implement developmentally appropriate instruction in physical education. Further emphasis will be placed on developing an applied understanding of both "how" and "what" to teach in elementary physical education that will help children to begin to acquire the fundamental competencies needed to successfully participate in physical activities they will pursue as adolescents and adults. Field experience with K-6 children is a component of this course.
This course exposes students to various Fitness-based content that are typically presented to students in a K-12 setting as well as are available in the recreation profession. Topics are to include, but are not limited to Zumba, Yoga, and other Fitness-based activities that are relevant at the time of the course being offered. Students will demonstrate physical competency for each topic covered. Students will be required to complete FitnessGram assessment within the course.
This course will prepare students in the physical education and recreation field of study to be current on a variety of games, activities, concepts, and advocacy issues that are pertinent to their future careers. While the main focus will be on the competency level of the student, the student will be required to research and present on various 'current events' in physical education and recreation. This course content may be different from semester to semester based on the landscape in physical education and recreation. Students may only take the course once for credit.
This course is designed to provide an understanding of the skill theme approach to children's physical education curriculum, based on skill themes, concepts and generic levels of skill proficiency. Emphasis will be placed on developing an applied understanding of both "how" and "what" to teach in elementary physical education that will help children to begin to acquire the fundamental competencies needed to successfully participate in physical activities they will pursue as adolescents and adults. Field experience with K-6 children is a component of this course.
Students will develop a deeper understanding of the relationships among physical activity, wellness, lifestyle management and the eight dimensions of wellness. In addition to behavior change theory and the role it plays in changing an individual’s approach to physical and mental well-being, emphasis will be placed on health-related fitness components including, muscular strength and endurance, flexibility, body composition, and cardiorespiratory fitness as well as health issues and problems as they relate to the individual and cultures. Note: Students may not receive credit for both HSC 215 and PED 225.
The purpose of this course is to provide an introduction to the field of Athletic Training. The course will introduce the performance domains of an athletic trainer including: strategies for prevention of athletic injuries, the recognition, evaluation and assessment of injuries, immediate care and rehabilitation. Human anatomy will be a major course component.
Candidates will participate in invasion and target games to gain an understanding of tactics and strategies necessary for effective game play. Course will include grid activities, methods for closing and opening space and teaching for effective decision making during game play. Restricted to Physical Education Teaching Majors.
Candidates will participate in net/wall and striking/fielding games to gain an understanding of tactics and strategies necessary for effective game play. Course will include methods for teaching effective decision making during game play. Restricted to Physical Education Majors.
This course is designed to present skills, methods and class procedures which will assist the teacher candidate in developing skills to teach rhythms and dance skills in a K-12 setting. Restricted to Physical Education teaching majors.
This course provides candidates with foundational, knowledge of teaching techniques that foster creative movements. Candidates will apply movement concepts to various balancing and gymnastic skills. This class requires active participation where candidates participate in movement lessons.
This course examines various ways to evaluate motor abilities, fitness skills and cognitive abilities with developmental understandings. Students will learn formal assessment strategies as well as performance assessment rubrics to evaluate individuals' progress. Documenting program compliance with standards and evaluating program effectiveness will be ancillary foci of the course.
This course involves the study and application of theories of development and instruction with particular attention to the goals and values of a well-planned and executed physical education program for children in grades K-6. Candidates will acquire the skills and knowledge necessary for teaching physical education in the elementary, school setting. A minimum of 30 hours of field experience is required with individuals age 13 or below. Restricted to Physical Education Teaching majors.
This course addresses specific instructional needs and techniques relative to the development and delivery of physical education programs designed for students in grades 7-12. Candidates will explore current concepts and trends in secondary physical education and demonstrate the ability to plan and implement a physical education program designed to meet the needs of middle school and high school youth. A minimum of 30 hours field experience is required with individuals above the age of 12. Restricted to Physical Education Teaching majors.
The purpose of this course is to provide learning experiences that will lead to skillful performance in a variety of team sports. The course will focus on implementing the stages of skill development emphasizing skill acquisition, extension, refinement and application tasks of sports which are included in a K-12 Physical Education curriculum. Teacher candidates must demonstrate skill competence via assessment.
PED majors only. Completion of all Level I skills with a grade of C or higher
This course introduces candidates to instructional strategies of adapted physical education. Emphasis is on instruction for students with intellectual disabilities, learning disabilities, and/or behavioral/emotional disabilities. A minimum of 30 hours field experience is required in this course. Restricted to Physical Education Teaching majors.
This course will examine the effects of physical and sensory disabilities on the physical/motor performance of children and youth. The focus will be on orthopaedic and sensory motor disabilities. A major focus will be on physical education programming for individuals along the autism spectrum. A minimum of 30 hours of field experience is required.
This course consists of a systematic and empirical study of human thought and behavior in sports. Among the topics covered are: gender and sport; personality, motivation and psychobiology. Developmental aspects of children and youth sport participation as well as cognitive-behavioral interventions are addressed.
The course provides an introduction to motor learning as an important component of the foundation needed to understand human behavior as it relates to teaching, learning and performing motor skills. The process by which humans acquire and refine physical skills, the stages of skill learning and development, the environment and conditions that affect skill acquisition will be discussed.
The internship experience has long been held as an experiential learning experience. Students, completing this course will work with their advisor and appropriate College personnel to complete an internship in a recreation or sport management environment through which they will gain valuable professional experience, knowledge and skills. A weekly seminar meeting to provide further professional readiness is required for all students enrolling in this course. The College supervisor provides details on a meeting time and requirements. Students completing this course are not eligible for recommendation by Russell Sage College for certification as New York State Licensed Physical, Educator. Students may register for 1 to 12 credits depending on their program of study requirements. Students completing this course are not eligible for credit from PED 407.
Successful completion of at least 72 credits
The course will provide applied experiences for developing skills for the professional role of a teacher. Primary focus is on a field-based component of 60-65 full days. Candidates will complete equal time at two different settings/grade levels. Candidates are required to participate in a weekly seminar with the College supervisor. Students will work to complete the edTPA component of state licensure to prepare to submit to NYS and Pearson.
Candidates must have a C- or higher in all PED core classes including SCI 306/306L & SCI 310/310L, with exception of PED 303 , PED 304, in which the candidate must have a B- or higher. The candidate must also have a cumulative GPA of 3.000 or higher, all NCR courses must be completed, and documentation provided to the Registrar's Office. Fingerprinting by an approved organization and a TEACH account must also be completed
This course examines the issues and theories related to the coaching of children and youth such that they become deliberate, and productive learners who lead healthy lives. The physical educator's responsibilities in developing effective intramural, sports clubs and athletics will be discussed. Training methods, legal liabilities, safety concerns, equipment/facility needs and coaching principles of competitive athletics are among the topics explored.
Policies and procedures in the organization and administration of physical education programs, including athletics, are examined. Among the topics considered are finance; facility utilization legal considerations; personnel issues; public relations; and program evaluation (i.e. effectiveness of inclusion of student with special needs).
Through the lens of service learning, teacher-candidates will work with developmental and cognitive disabilities and diverse populations from the community to teach children a variety of games, movement explorations, and lifetime health and fitness activities. In addition to focusing on proper implementation and accommodation of physical activities for students from diverse populations, teacher-candidates will be exposed to a variety of public and community service opportunities. A fieldwork experience of a minimum of 20 hours is required. For PED majors only.
Completion of PED 310 with a grade of C- or better