The bachelor of science in childhood education with liberal arts major program prepares students for NYS teacher certification in grades one through six. Students will have the opportunity for extensive formalized experience in school settings. Students have the option of extending their certification to include Middle Childhood and through Sage Graduate School may complete graduate degrees required for professional certification. With careful planning of the undergraduate program, students may accelerate their graduate study by beginning graduate coursework in the senior year.
Liberal Arts Major with Childhood Education Certification
Students who wish to qualify for an initial certificate for a teaching position in New York state (1-6) must complete a liberal arts major in one of the following areas:
In addition to the requirements for the liberal arts major, students will take the following education and supporting courses required for teacher certification.
Requirements for Major in Liberal Arts/Childhood Education Certification
Total Professional courses: 39 Credits
Required Supporting Courses (Liberal Arts)
Select one of the following (H/A): 3 Credits
Select one cross-cultural history [HST] course (XC): 3 Credits
One semester of a language other than English (H-L): 3 Credits
Total Supporting Liberal Arts: 30 Credits
- U.S. citizenship or declaration of intent to become a U.S. citizen is required for certification in New York state.
- Successful passage of the New York State Teacher Certification Examinations (LAST, ATS-W) is required of all applicants seeking certification.
- Applicants for New York state certification will have to be fingerprinted and undergo a criminal history review. The cost of this process will be the applicant’s responsibility. The Education Office will provide information on how to meet this requirement.
- One student teaching experience must be at the 1-3 grade level and one at the 4-6 grade level. Students are personally responsible for transportation arrangements in connection with student teaching assignments. All education courses required in Childhood Education, including the non-credit workshops, must be completed before beginning student teaching.
- Data on placement of graduates is available at http://www.sage.edu/academics/schoolofeducation/education/index.php
- All students in education are required to subscribe to a designated electronic portfolio system.
Optional Middle Childhood Education
Middle Childhood Education is an option that may be combined with childhood education. Middle Childhood Education is not a stand-alone program. Specifically, students completing childhood education (grades 1-6) may elect to expand the age range of their certification to include preparation for teaching in middle school (grades 7-9).
- To enter or remain an Education major, a student must maintain an overall cumulative grade point average of 3.000.
- Students must achieve and maintain a cumulative average of 3.000 in all Childhood Education major course requirements prior to entry into the methods courses (300-level EDU courses).
- To be eligible for student teaching, a student must have achieved a 3.000 cumulative average in teacher education coursework.
- Students must earn a grade of “C” or better in all courses required for the Childhood Education program (including EDU and Liberal Arts courses).
- Students must maintain a 3.000 cumulative average in their liberal arts major.
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.
The motto of Russell Sage College, “To Be, To Know, To Do,” informs the educational purpose of The Sage Colleges, 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 collaborate and team with other professionals in developing and implementing strategies to accommodate diverse learners; and 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 stengthen 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.
The School of Education received National Council for the Accreditation of Teacher Education (NCATE) accreditation in October 2001. Why does NCATE matter? (1) From a student’s perspective, NCATE accreditation means that you will graduate from a program in Education that meets the highest standards in the field. You should make sure to note NCATE accreditation on your resume and be prepared to talk about the significance of this designation. (2) Few colleges and universities can claim this recognition. In New York State we are one of a small number of institutions accredited by NCATE. Across the nation, only 200 private colleges can claim NCATE accreditation. It is prestigious and difficult to achieve. (3) If you are applying for certification in other states, graduating from our NCATE programs will facilitate your receiving licensure in another state. (4) NCATE has helped us to articulate what qualities a Sage educator/counselor possesses. Our tenets – belief in full inclusion, valuing diversity, knowledge about best practices and reflection – will hold you in good stead as teachers/counselors and help you, we believe, articulate and distinguish your strengths in these broad areas. (5) Many of the portfolio assessments and documentation of pupils’ learning are similar to tasks required for National Board Certification; we believe that NCATE has helped us to prepare better graduates who are able to help their students reach high standards. As you go forth in your career, we hope that you will find the kinds of experiences you received at Sage helpful as you seek to improve your professionalism.
The School of Education requires all students to subscribe to LiveText, an electronic portfolio system.