Education

This is a survey course for those having an interest in education as a field of study. Its primary aim is to familiarize students with the function of educational institutions in current society. The major social forces and values, psychological theories, knowledge structures, and technologies influencing curricular and instructional choices will be examined. Candidates enrolled in EDU-201 must complete 25 hours of fieldwork.

This course includes a survey of the facts and principles of educational psychology and the results of psychological research as they relate to the major activities and problems of the teacher. Also considered are the general nature of growth and the principles of learning, the nature of reasoning, the realm of values, and the relation of mental health to education. Students enrolled in EDU-206 must complete 25 hours of fieldwork.

Candidates will engage in activities that align with Sage's Conceptual Framework, and which will specifically lead them to:  Extend their knowledge of teaching reading and writing utilizing the NYSED Next Generation Learning Standards; Explore language and literacy practices and strategies that promote pre-reading/writing B-2 and reading and writing in grades 3-9; Differentiate lessons to meet the needs of all learners; Utilize assessment data to inform practice and create a pathway for next steps; 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/community of learners. 15 hours of fieldwork required.

This course focuses on planning for multi- level, structured learning experiences for students with diverse characteristics and learning abilities. This course will include: gaining knowledge of learning styles, understanding challenges that impact learning, differentiation, working with parents and other educational personnel, using learning theories and models of teaching to maximized student learning, and fostering the development of critical thinking skills in all students. *This course requires 25 hours of fieldwork in a special education and/or ELL setting. (Equivalent to SEE 306)

Using the New York State Learning Standards as a guide, the function and organization of social studies in the elementary school will be addressed. Candidates will be guided in selection of content, use of materials and application of specific teaching methods and unit development. (Equivalent to SEE 314)

This course examines contemporary methods of teaching math, science, and technology that meet the New York State Teaching Standards P-9. There will be an emphasis on providing clinically rich experiences for candidates in the teacher education programs which shall include research-based pedagogical practices and new approaches to teaching math, science, and technology. Embedded in this course are 30 hours of fieldwork. (Equivalent to SEE 323)

This course explores the nature of teaching and learning in the middle school. Curriculum and pedagogical decisions are based on the needs of the young adolescent in contemporary society. Interdisciplinary instruction and responsive teaching that actively engage middle school learners in the school community are covered.

This course is designed to provide candidates with a variety of techniques for organizing instruction and managing individual learners and groups. Other topics include classroom organization, administration, evaluation and scheduling. (Equivalent to SEE 337)

The department occasionally offers special topics courses covering areas and topics not otherwise included in the curriculum.

Candidates will deepen their understanding of best practices in literacy instruction by: utilizing the Next Generation Learning Standards in ELA to develop appropriate and engaging lessons; differentiating lessons to meet the needs of all learners specifically students with disabilities and English language learners; implementing literacy instruction in P-9 classrooms; administering and evaluating a variety of formal and informal literacy assessments; utilizing assessment data and progress monitoring data to develop targeted intervention; reflecting upon lessons, student learning, student needs, and data Candidates will explore the importance of demonstrating and maintaining a positive and respectful relationship with families, community members, and colleagues. They will also learn to listen deeply to the experiences, feedback, and perspectives of others in order to create a safe and healthy learning environment where all students will flourish and grow. (Equivalent to SEE 352)

To be arranged with faculty.

Student teaching consists of supervised practice teaching in grades pre-K, K, 1, or 2, with coordinated academic responsibilities. A weekly seminar is required. A $250 fee is required for each placement.

Student teaching consists of supervised practice teaching in grades 3 to 6 with coordinated academic responsibilities. A weekly seminar is required. A $250 fee is required for each placement.

Student teaching consists of supervised practice teaching in grades 5 and/or 6 with coordinated academic responsibilities.  A weekly seminar is required.  A $250 fee is required for each placement.

Student teaching consists of supervised practice teaching in grades 7 and or 8 with coordinated academic responsibilities.

This course explores instructional processes that foster social, emotional, cognitive, linguistic, physical, and aesthetic growth and development in early childhood learners. Students create and implement learning experiences, conduct assessments reflecting understanding of those processes, and determine next learning steps unique to each learners’ readiness. The course requires 30 hours of field experience in an EPK-2 classroom designated by the instructor. Students must provide their own transportation to and from the placement site. (Equivalent to SEE 412)

This course addresses approaches to literacy which reflect best practice and research about learning. The key focus is for all students to become literate, across cultures and capabilities. Basic reading and developmental linguistic theories, models of reading instruction and teaching methods are studied. Participants prepare and teach lessons covering various aspects of literacy. Candidates enrolled in EDU-420 must concurrently enroll in EDU-420F (fieldwork).

Candidates in EDU-420 are required to complete 25 hours of fieldwork associated with the course. The 25 hours of fieldwork are a component of the NYSED requirement that all candidates seeking certification complete 100 hours of fieldwork before student teaching or internship. These hours must be completed in a classroom serving students in the grades for which the candidate is seeking a certificate and must be completed under the supervision of a certified teacher. Candidates who have previously completed fieldwork meeting this requirement should register for EDU-420F and provide documentation of their experience to the EDU fieldwork coordinator.

Methods and materials for delivering content area instruction through reading and writing are examined. Candidates will design instruction that develops literacy skills and broadens and enriches student learning of academic subjects. In addition, effective teaching strategies for helping struggling and disabled students in inclusive classrooms are covered in detail.

This course focuses on planning for multi-level, structured learning experiences for students with diverse characteristics and learning abilities. This course will include: gaining knowledge of learning styles, understanding challenges that impact learning, differentiation, working with parents and other educational personnel, using learning theories and models of teaching to maximize student learning and fostering the development of critical thinking skills in all students. *EC/CE candidates enrolled in SEE 306 must complete 25 hours of fieldwork in P-6 special education classrooms. EC/CE/Sped must complete 25 hours in an adolescent-adult placement. (Equivalent to EDU 306)

Using the New York State Learning Standards as a guide, the function and organization of social studies P-12 will be addressed. Candidates will be guided in selection of content, use of materials and application of specific teaching methods, unit development, and integration of ELA standards, and inclusive practices and differentiation to meet the needs of English Language Learners and students with Disabilities. (Equivalent to EDU 314)

This course examines contemporary methods of teaching math, science, and technology that meet the New York State Teaching Standards P-9. There will be an emphasis on providing clinically rich experiences for candidates in the teacher education programs which shall include research-based pedagogical practices and new approaches to teaching math, science, and technology. Inclusive practices and differentiation to meet the needs of English Language Learners and Students with Disabilities will be explored and included. Embedded in this course are 30 hours of fieldwork. (Equivalent to EDU 323)
 

This course is designed to provide candidates with a variety of techniques for organizing instruction and managing individual learners and groups. Other topics include classroom organization, administration, evaluation and scheduling. Attention will be given to school-based models to address behavior including positive behavior supports (PBS) and response to intervention (RTI) programs as well as curricula and interventions to assist children and youth in developing social emotional competence, self-regulation and executive function skills. (Equivalent to EDU 337)

Candidates will deepen their understanding of best practices in literacy instruction by: utilizing the Next Generation Learning Standards in ELA to develop appropriate and engaging lessons, differentiating lessons to meet the needs of all learners specifically students with disabilities and English Language Learners. implementing literacy instruction in P-9 classrooms, administering and evaluating a variety of formal and informal literacy assessments; utilizing assessment data and progress monitoring data to develop targeted intervention; reflecting upon lessons, student learning, student needs, and data. Candidates will explore the importance of demonstrating and maintaining a positive and respectful relationship with families, community members, and colleagues. They will also learn to listen deeply to the experiences, feedback, and perspectives of others in order to create a safe and healthy learning environment where all students will flourish and grow. This course includes a 30 hour supervised practicum in an urban high needs school district. (Equivalent to EDU 352)

Student teaching consists of supervised practice teaching in a special education classroom with
coordinated academic responsibilities. A weekly seminar is required. A $250 fee is required for
each placement.

Student teaching consists of supervised practice teaching in a special education classroom with coordinated academic responsibilities. A weekly seminar is required. A $250 fee is required for each placement.

This course explores instructional processes that foster social, emotional, cognitive, linguistic, physical, and aesthetic growth and development in early childhood learners. Students create and implement learning experiences, conduct assessments reflecting an understanding of those processes, and determine the next learning steps unique to each learner's readiness. Inclusive practices and differentiation to meet the needs of English Language Learners and Students with Disabilities will be explored and included. The course requires 30 hours of field experience in an EPK-2 classroom designated by the instructor. Students must provide transportation to and from the placement site. (Equivalent to EDU 412)

This course explores instructional processes that foster social, emotional, cognitive, linguistic, physical, and aesthetic growth and development in early childhood learners. Students create and implement learning experiences, conduct assessments reflecting understanding of those processes, and determine next learning steps unique to each learners readiness. The course requires 30 hours of field experience in an Early Pre-K-2 classroom designated by the instructor. Students must provide their own transportation to and from the placement site.