The Esteves School of Education is accredited by the National Council for the Accreditation of Teacher Education (http://www.ncate.org).
National Accreditation Advantage
The Esteves School of Education has held continuous accreditation from the National Council for the Accreditation of Teacher Education (NCATE/CAEP) since October 2001. NCATE/CAEP accreditation means that graduates are recognized as having completed an Education program that meets the highest standards in the field. Sage graduates should note the NCATE/CAEP accreditation on their resumes and be prepared to talk about its significance.
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 of Russell Sage College, “To Be, To Know, To Do,” informs the educational purpose 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 Esteves School of Education, this motto is extended to form the basis of our programs.
Conceptual Framework: the underlying structure in a profesional 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 fo 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; 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 responsible 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 candidates to assume roles as reflective facilitators of learning, combining knowledge and skills to exemplify those qualities and dispositions that characterize effective educators.
School Counseling Certification
The Master of Science (M.S.) program in Professional School Counseling prepares counselors for New York State certification as School Counselors. The program is designed to develop specific areas of competency in human growth and development; social and cultural foundations; helping relationships; groups; career development; appraisal; research and evaluation; and professional orientation.
The program prepares school counselors to:
- provide individual and small group counseling interventions to help remove barriers to student learning;
- help elementary and secondary pupils gain understanding of their social, intellectual, and emotional development;
- be knowledgeable about educational, occupational, and social opportunities;
- develop leadership and advocacy skills;
- communicate effectively with school personnel, parents, and particularly with students, about issues that facilitate or inhibit personal planning, self-steem, achievement, and choice;
- collaborate with faculty and administration in creating and implementing programs that are aligned with student needs.
After completing their M.S. degree, school counselors seeking to earn New York State permanent certification are encouraged to enroll in the program’s 12-credit Certificate of Advanced Study.
All matriculated students complete a signed program schedule. Any change in stated coursework must receive written approval of the assigned faculty advisor.
- Undergraduate GPA of 3.0
- For students admitted with provisions, an interview may be required.
Degree and Certification Requirements
New York State presently requires successful completion of 30 hours of graduate study and a supervised internship for provisional certification as a school counselor. This certification is valid for five years. Permanent certification requires further graduate study through completion of a total of 60 credits in guidance and counseling, attainment of the master’s degree and two years of relevant experience.
- Applicants for New York State certification will have to be fingerprinted and undergo a criminal history review, per New York State Law.
- United States citizenship or Declaration of Intent to become a U.S. citizen is a requirement for certification in New York State.
- The Esteves School of Education requires all students to subscribe to LiveText, an electronic portfolio system.
Nine credits in social science, a course in statistics, EDU 201 or other educational foundations course, and PSY 570 or other developmental psychology course are prerequisites to the program.