The School of Education is accredited by the National Council for the Accreditation of Teacher Education (http://www.ncate.org).
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 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 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 Special Education (Childhood)
The graduate Special Education - Childhood program prepares teachers of students with disabilities in grades 1 - 6. It combines advanced study with supervised student teaching. It is our belief that a sound theoretical background with practical experience creates quality special education teachers.The program builds on education courses taken at the undergraduate level, and focuses on mild as well as significant disabilities. The program at Sage is relatively small, allowing faculty and students to work closely together. This close working relationship begins when a faculty advisor and student meet to develop a program tailored to meet the student’s educational needs. This relationship, which continues throughout the student’s coursework, culminates in a portfolio.The Special Education program is designed for candidates who possess or meet the requirements for New York State provisional or initial certification in Childhood Education or another area and who seek professional certification in special education (grades 1–6) and the master’s degree.All matriculated students complete a signed program schedule. Any change in stated coursework must receive written approval of the assigned faculty advisor.
Candidates must meet Sage Graduate School admission requirements. In addition, applicants to the Special Education program complete an:
- Interview with an advisor after all materials have been submitted
- Assessment of writing skills