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  Jul 10, 2020
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Literacy Education (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

M.S. in Literacy Education

Reading, writing, listening, and speaking are communication skills all persons must possess to fully participate in our society. Recent state mandated curriculum guidelines have overwhelmingly endorsed the integration of the language arts and also reaffirmed the critical importance of meaningfulness in learning. Despite these emphases on developing active, strategic readers and writers, difficulties in reading and/or writing all too frequently preclude advancement in academic areas as well as growth in personal areas. Given the increased use of statewide literacy assessments and the societal demands for citizens prepared for a technological world, the need for teachers who understand the reading and writing processes and their applications to learning has never been greater.

Sage’s graduate literacy programs prepare master’s level teachers for developmental and remedial literacy instruction. It refines teachers’ theoretical and practical knowledge about reading and writing, enabling them to provide classroom reading instruction which is appropriate for students reading at, above, or slightly below grade level. Additionally, through extensive coursework and practica, it prepares teachers to become literacy specialists who are highly proficient in the diagnosis and remediation of severe reading and writing difficulties.

Sage’s graduate literacy programs foster a close working relationship between students and faculty. This relationship begins when a faculty advisor and student meet to develop a plan of study tailored to the student’s personal educational needs. It continues through the entire program of study, culminating in the seminar in which the student pursues an in–depth study in the field of reading and/or writing under the direction and supervision of the faculty advisor.

The Literacy program is designed for:

  • Candidates who possess or meet the requirements for New York State provisional or initial certification and who seek professional certification in literacy for grades K–6 and the master’s degree.
  • Candidates who possess or meet the requirements for New York State provisional or initial certification and who seek professional certification in literacy for grades 5–12 and the master’s degree.
  • All matriculated students complete a signed program of study. Any change in stated coursework must receive written approval of the assigned faculty advisor.

Admission Requirements

Applicants must meet the general admission requirements for Sage Graduate School. In addition, applicants meet with a faculty advisor after all materials have been submitted.

Literacy (Childhood level) Program Summary

III. Clinical Sequence (Childhood Level)

Students must complete all courses in the introductory sequence before beginning the clinical sequence.

IV. Culminating Experience

Total Credits: 31

Literacy (Adolescence level) Program Summary

III. Clinical Sequence

Students must complete all courses in the introductory sequence before beginning the clinical sequence.

IV. Culminating Experience

Total Credits: 31

Additional Information

  • Applicants for New York State certification must be fingerprinted and undergo a criminal history review, per New York State Law.
  • Candidates for NYS teaching certificates must pass the New York State Teacher Certification examinations, including the Liberal Arts and Sciences Test (LAST), the Assessment of Teaching Skills - Written, (ATS-W), at the appropriate level, and the Content Specialty Test(s) (CST) in each certificate area.
  • RWL 613, 615 and 617 are offered every other year (odd years)
  • The School of Education requires all students to subscribe to LiveText, an Electronic portfolio system.
  • United States citizenship or Declaration of Intent to become a U.S. citizen is a requirement for certification in New York State.

LiveText e-Portfolio System

The School of Education requires all students to subscribe to Live Text, an electronic portfolio system.

Field Experience Stipend Program   (The program may not be available in 2011-12)

The Field Experience Stipend Program is a collaborative program between The Sage Colleges and the local public schools. This collaboration allows Sage to provide graduate students with coursework concurrent with opportunities to build competencies in implementing teaching approaches with children and young adults. The program is a 10 month (September-June) full-time placement in an elementary school setting. Local school districts provide a stipend to interns for the public school year. Placements are open to Sage graduate students who are matriculated in Special Education, Literacy, and Childhood Education programs, and are taking at least one course per semester of the Field Experience Program. For more detailed information, contact the field experience coordinator Ms. Mary Grace Luibrand at 518-244-4578.


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.