The School of Education is accredited by the National Council for the Accreditation of Teacher Education (http://www.ncate.org/).
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. We expect Sage candidates:
I. To be well-grounded in knowledge about schools/communities, learners and learning, the Sage candidates will:
- Understand self in relation to learners, their families, and the local and global community - particularly in terms of power, privilege and knowledge with regard to culture, class, language, ability and gender;
- Use interpersonal skills and demonstrate collaborative attitudes which result in successful partnerships with colleagues, families, and other community members;
- Improve society by modeling and using democratic practices in their settings;
- Demonstrate a commitment to substantive self reflection, consideration of quantifiable and qualitative data, on-going learning and professional development;
II. To know curricular content and models of instruction, including technology and its application, the Sage candidates will:
- Demonstrate an ability to respond to the strengths and needs of all learners, using assessment data to inform instructional decisions;
- Use knowledge in their designated fields to inspire learners to grow and to meet high standards;
- Employ/promote pedagogical/counseling/leadership practices that engage learners in active ways;
- Demonstrate knowledge in their content areas ensuring maximum achievement for all learners.
III. To do what is necessary to ensure the success of all learners–and to collaborate with families/community members in respectful, culturally responsive ways, the Sage candidate will:
- 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;
- Model ethical behavior and active citizenship; promote the success of all learners through advocacy, action, and the development of leadership throughout the community;
- Build trust and garner support for a vision of inclusive schools that value diversity.
© School of Education, The Sage Colleges, 2000, 2002, 2005, 2006a, 2006b, 2006c, 2009
School Community Health Promotion
Students completing the “Community Health Education: School Community Health Promotion Track (CHESC)” will have, using a systems approach, the skills to assess, plan, implement, and evaluate health promotion activities that address the entire school community (to include students, faculty, staff, parents/ guardians) regarding the well-being, safety, and climate of the school. The Centers for Disease Control and Prevention Coordinated School Health model serves as the foundation for program planning.
As a result of the Sage CHESC program, a graduate employed by a school district could serve as leader on a school safety committee, wellness team, health council, shared decision-making committee, etc. In addition, the CHESC graduate could guide health related policy-making (such as substance use) and policy review, oversee federal mandated wellness policy, and work collaboratively with other school personnel to ensure safety and other similar needs of the school are supported and maintained.
The typical student entering this program has initial teaching certification and is seeking a Master’s in school health promotion. Upon completion of the CHESC Master’s, students are eligible to seek professional teacher certification through the NYSED Individual Pathway Certification Progression route. One seeking certification would be required to meet NYSED’s requirements which are independent of the Master’s program.
All matriculated students complete a signed program schedule. Any change in stated coursework must receive written approval of the assigned faculty advisor.
In addition to the general admission requirements for Sage Graduate School, students must :
- complete the following prerequisite courses and/or experiences: Anatomy and Physiology (grade C or better)
- Developmental Psychology OR Human Development
- complete an assessment of written expression and critical analysis skills
The School of Education requires all students in teacher certification related programs to subscribe to LiveText, an electronic portfolio system.