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  Jul 10, 2020
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Excellence in Teaching (Online) (M.S.)

The School of Education is accredited by the National Council for the Accreditation of Teacher Education (

National Accreditation Advantage

Sage’s 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 teach 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.

 Conceptual Framework

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

The Masters in Teaching Excellence

The Masters in Teaching Excellence (MTX) is designed to be cutting edge such that participants learn the latest information about assessment and planning, technology integration, and/or literacy. In learning institutions, educators are required to make efficient and appropriate educational decisions for their students as well as document students’ growth. Teachers and others need to be knowledgeable about formal and informal assessments to inform and plan appropriate instruction. Often literacy is a major area of struggle for learners. In this age of expanding information, knowledge about and expertise in ever evolving digital technologies is critical. The MTX program is planned to address these requirements.

The MTX is a flexible program designed for in-service school professionals, primarily teachers. Other educational practitioners (school counselors, school media specialists and librarians, and others) may also find the program beneficial. This program is tailored to develop expertise in the self-selected areas of assessment and planning, literacy, and/or technology integration. This expertise is achieved through completion of coursework from two of three certificates in assessment and planning, literacy, and/or technology integration (and their respective applied projects and portfolios), and two research courses. Applied projects require integration of content at the classroom, school or district level, depending on the student’s focus.

Sage’s graduate program in Teaching Excellence fosters a close relationship between students and faculty. Students meet individually online with their program adviser to plan their program of study (32 credits) with an emphasis on selecting the areas most appropriate for the student based on their personal interests and professional needs. Students in the MTX program are mentored through their applied projects and portfolio.

Note: Any two of three certificates (see catalog page) may be used toward the completion of the MTX program. The three certificates are (1) Assessment and Planning, (2) Literacy, and (3) Technology Integration.

Program of Study

I. Introductory Section (3 credits)

II. Areas of Concentration: [Select 2 areas of concentration (i.e., Assessment & Planning, Literacy and/or Technology Integration) for the Masters degree.] (26 credits)

Assessment and Planning (13 credits)

Literacy (13 credits)

Technology Integration (13 credits)

III. Culminating Experiences (3 credits)

Total Credits: 32


  • Students in the MTX Masters Program must have access to a computer that has audio capabilities with speakers/headphones and Microsoft Office Stuite (2003 PC version; 2004 Mac version). Students must know how to access and make mp3 recordings. Additionally, students must be able to make and view videos (Quicktime or mp4) as well as have access to Skype for phone conferencing.
  • In addition to satisfying the requirements for the degree, teacher candidates must also: apply for graduation through Student Services Office. (Dates are listed in Course Schedule). Students download the form and mail it with the fee to Student Services.
  • The School of Education requires all students to subscribe to LiveText, an electronic portfolio system.
  • Although the Masters in Teaching Excellence Program is registered with the New York State Department of Education, he School of Education does not recommend graduates for certification in any state. Students will need to complete the certification as per their specific state’s requirements.
  • Students enrolled in the Assessment Certificate Program must have access to most recent editions of standardized assessments in literacy, specifically the Woodcock Johnson Achievement Test, and the Wide Range Achievement Test; additional choice instruments will be required and must be approved by your instructor in MTX 503.
  • Students in the certificate program must have access to video equipment such that student videos may be submitted in ‘mov’ format.

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.