The Esteves School of Education is accredited by the National Council for the Accreditation of Teacher Education (http://www.ncate.org/).
National Accreditation Advantage
Sage’s Esteves School of Education first received accreditation from the National Council for the Accreditation of Teacher Education (NCATE) in October 2001. NCATE 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 accreditation on their resumes and be prepared to talk about its significance.
Sage is one of only 45 colleges and universities in New York State to receive prestigious NCATE accreditation. Across the nation, relatively few private colleges can claim this level of excellence in teacher education programs. The NCATE accreditation process helped articulate what qualities a Sage educator, counselor, or leader possesses: belief in full inclusion, valuing diversity, reflection, and knowledge about best practices. NCATE accreditation is a mark of assurance that teachers, counselors, and leaders educated at Sage are competent, caring, and highly qualified. NCATE accreditation means that Sage graduates are better prepared to help their students reach high standards. Graduates of NCATE accredited programs can more easily receive certification and teaching jobs in other states; NCATE is recognized throughout the nation.
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 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: the 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; 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 teacher candidates to assume roles as reflective facilitators of learning, combining knowledge and skills to exemplify those qualities and dispositions that characterize effective teachers.
M.S. in School Health Education
The Master of Science (M.S.) program in School Health Education is designed to prepare health teachers for initial or professional certification in accordance with New York State Education Department regulations. This master’s degree prepares health educators for certification across grade levels K - 12.
- Undergraduate GPA of 3.0
- Graduate Record Examination (GRE) Minimum Scores: Verbal - 145; Quantitative - 145; Analytical Writing - 3.5 OR
- Miller Analogy Test (MAT) Minimum Score - 350
- Passing score on the edTPA assessment
- For students admitted with provisions, an interview may be required.
- Pursuant to the law, each program is entitled to exempt a student from these admission requirements based on the exempted student’s demonstrated potential to positively contribute to the teaching field.
Applicants for admission to the School Health Education program must undergo an assessment of writing skills.