Education

The purpose of this course is to provide candidates with strategies for locating and analyzing educational research. Research studies exemplifying the best of quantitative and qualitative traditions will be examined, candidates will critically read experimental, correlational, survey, ethnographic, single subject design, and teacher inquiry studies available in refereed educational journals. Technology will be used throughout the course, particularly in library research. The purpose of the course is for teachers and teacher candidates to develop critical thinking skills for reading research and drawing conclusions about its implications for classroom instruction.

This course investigates best practices in delivering instruction in inclusive settings. Emphasis is on planning for multi-level structured learning experiences for students with diverse characteristics. Interventions for diverse teaching challenges are investigated within the context of inclusive classrooms. A variety of teaching strategies are presented, critiqued, and practiced, based on a philosophy of interactive and reflective teaching. Candidates develop knowledge about autism, multiple learning styles, the full range of learner characteristics, partnerships with parents and other educational personnel and developing critical thinking skills in students in grades 1-6. Fieldwork required.

This course provides a survey o the most common developmental and educational theories and most popular applicaitons for preschool and school age children (early childhood, childhood, and adolesence).  This class fulfills the requirements for both Developmental Psychology and Educational Psychology for graduate students in the Sage School of Education M.S. and M.A.T. programs.

In this online course, students are expected to participate in the course several times weekly.  Students will participate through group discussion (forums), online quizzes and tests, review and creation of PowerPoint materials, as well as submission of all course assignments online.  Minimum requirements for participation in the course include a computer with high speed internet connection, a 2003 or more recent operating system, Microsoft Office Suite (including Word, Excel, and PowerPoint) and facility in the use of internet sources.

This is a survey course that addresses the content and pedagogical knowledge required for teacher preparation programs.  Its primary aim is to give a theoretical overview for the impact of race, culture, economics, language and special education related services for K-12 students.

This course is designed to help students employ inquiry strategies to teach mathematics, science and technology (MST) according to national and NYS Learning Standards. Multilevel instruction integrating mathematics, science and technology (MST) will be the focus of this course, with emphasis on processes of analysis, inquiry and design; using information systems processes to understand MST; designing instructional models for integrated MST instruction for delivery in heterogeneous and diverse classes; designing innovative, principled uses of information technology for improving instruction in MST; and integrating MST with applications to interdisciplinary problem-solving. This course must be taken concurrently with EDU-523.

In School Residency I, residents are placed in a general education classroom in grades 1-3 with an attending teacher and assume up to 20% of classroom duties.  They attend all associated meetings and superintendent days. Residents teach under a NYS Resident's License and may substitute for their attending teacher.

In School Residency I, residents are placed in a general education classroom in grades 4-6 with an attending teacher and assume up to 20% of classroom duties.  They attend all associated meetings and superintendent days.  Residents teach under a NYS Resident's License and may substitute for their attending teacher.

In School Residency II, residents are placed in a general education classroom in grades 1-3 with an attending teacher and assume up to 40% of classroom duties.  They attend all associated meetings and superintendent days.  Residents teach under a NYS Resident's License and may substitute for their attending teacher.

In School Residency II, residents are placed in a general education classroom in grades 4-6 with an attending teacher and assume up to 40% of classroom duties.  They attend all associated meetings and superintendent days.  Residents teach under a NYS Resident's License and may substitute for their attending teacher.

This course examines the theoretical framework and practical applications of technology and digital literacies in the remote learning environment. Special attention is given to how the use of educational technologies are supported by the NYS Digital Literacies & Fluency Standards, the NYS Next Generation Learning Standards, as well as the International Society of Technology in Education (ISTE) Standards. Specific course topics pertain to research about the Standards, personalized learning, digital and media literacy, digital citizenship, digital equity, support and community in the digital learning environment, and extensive review, experience, and support of digital learning lessons and resources. Teachers will learn a variety of technology tools and related skills to enhance their teaching of content within the online learning environment, which will be showcased in their construction of a personal website.

This course is designed to instruct students on pedagogical methods in all childhood (grades 1-6) subject areas - Mathematics, Science, Technology, English/Language Arts, Art, Music and Physical Education as aligned to New York State Common Core Standards.  There is an emphasis on multilevel instruction, processes of analysis, inquiry and design, constructive pedagogies, multiple intelligences, academic language and interdisciplinary problem solving.  Planning curricula are directed toward culturally responsive instruction that addresses the diverse learning needs of elementary level (grades 1-6) students.  50 hours of fieldwork required.

Methods and materials for delivering content area instruction through reading and writing are examined.  Instruction design that develops literacy skills and broadens and enriches student learning of academic subjects is explored.  Fieldwork required.

This course explores how language acquisition contributes to literacy development. Particular attention is paid to emergent reading and writing and the interrelationships of language learning, literacy development, and children's interactions with literature. Effective teaching practices for including children with disabilities in inclusive classrooms are examined.  25 hours of fieldwork are required.

Students will examine theories and practices of collaboration in school settings. Strategies for developing effective team approaches with special education personnel, other school staff and parents will be analyzed and discussed.

Designed for childhood, literacy and special education teachers and teacher candidates, the course requires students to critically analyze children's literature for its depiction of concepts, events, and protagonists pertaining to social justice. Candidates review the professional literature related to children's literature, its impact on instruction and the extent to which children's literature replicates and or advances educational systems' inclusion of diverse populations.

Course cultivates experience in planning, implementing and evaluating a variety of individual and group management techniques in childhood level classrooms. Both instructional management and classroom management are examined as means of increasing pupils' time on task and opportunity to learn. Student-teacher interaction models are also explored.  25 hours of fieldwork are required.

This course examines data sources and usage for application and evaluation in schools for
decision making purposes. Students will utilize data, statistics, and current research
to examine school programs, issues and/or topics. In addition to investigating data
driven decision making, students will develop, investigate, and present on a topic
relevant to their profession.

In School Residency III, residents are placed in a general education classroom in grades 1-3 with an attending teacher and assume up to 50-100% of classroom duties.  They attend all associated meetings and superintendent days.  Residents teach under a NYS Resident's License and may substitute for their attending teacher.

In School Residency III, residents are placed in a general education classroom in grades 4-6 with an attending teacher and assume up to 50-100% of classroom duties.  They attend all associated meetings and superintendent days.  Residents teach under a NYS Resident's License and may substitute for their attending teacher.

In School Residency IV, residents are placed in sister school situation in general education classroom in grades 1-3 with a cooperating teacher for six weeks and assume all classroom duties.  They return to their host school classroom with their initial attending teacher and subsequently substitute in a number of elementary grade levels to expand their experiences.  Residents teach under a NYS Resident's License and may substitute for their attending teacher.

In School Residency IV, residents are placed in sister school situation in general education classroom in grades 4-6 with a cooperating teacher for six weeks and assume all classroom duties.  They return to their host school classroom with their initial attending teacher and subsequently substitute in a number of elementary grade levels to expand their experiences.  Residents teach under a NYS Resident's License and may substitute for their attending teacher.

This course provides the final clinical component for the teacher candidate in Grades 1-3 as fulfillment of the requirements for initial state-level licensure in Childhood Education.  This seven (7) week student teaching experience is closely monitored by a college faculty supervisor and mentor teacher to facilitate the skills, knowledge, pedagogical practice and overall professional experience in the elementary class setting.  Students planning to student teach in the Summer or Fall semesters must request placement in the first two weeks of the Spring semester.  Students planning to student teach in the Spring semester must request placement in the first two weeks of the Fall semester.  Candidate must have the approval of their program advisor.  A fee of $250 is required for each placement.  The fee is nonrefundable after August 1 for fall semester and after December 15 for spring semester.

This course provides the final clinical component for the teacher candidate in Grades 4-6 as fulfillment of the requirements for initial state-level licensure in Childhood Education.  This seven (7) week student teaching experience is closely monitored by a college faculty supervisor and mentor teacher to facilitate the skills, knowledge, pedagogical practice and overall professional experience in the elementary class setting.  Students planning to student teach in the Summer or Fall semesters must request placement in the first two weeks of the Spring semester.  Students planning to student teach in the Spring semester must request placement in the first two weeks of the Fall semester.  Candidate must have the approval of their program advisor.  A fee of $250 is required for each placement.  The fee is nonrefundable after August 1 for fall semester and after December 15 for spring semester.

The college establishes the teaching internship for one semester of the public school calendar (i.e., September-January or February-June) for junior high/middle school prospective teachers who have satisfied the content requirements for certification in New York State. Preservice teachers spend half of each day actively engaged in teaching their content in grades 7-9. This experience satisfies the NYS certification requirement for student teaching. Students planning to enter the internship must request a placement in the spring semester (by March 15) preceding their internship year. A $250 fee is required for each placement.

The college establishes the teaching internship for one semester of the public school calendar (i.e., September-January or February-June) for high school prospective teachers who have satisfied the content requirements for certification in New York State. Preservice teachers spend half of each day actively engaged in teaching their content in grades 10-12s experience satisfies the NYS certification requirement for student teaching. Students planning to enter the internship must request a placement in the spring semester (by March 15) preceding their internship year. A $250 fee is required for each placement.

Practice teaching in grades 7-9 for prospective content teachers is arranged by the college in each spring semester for candidates who have completed all coursework in the M.A.T. program with the exception of EDU 594, and who have completed the specified pedagogical and content courses in the Master of Arts in Teaching program. Students planning to student teach must request a placement by the first day of the fall semester preceding the student teaching semester. A $250 fee is required for each placement.

Practice teaching in grades 10-12 for prospective adolescence educators is arranged by the college in each spring semester for candidates who have completed all coursework in the M.A.T. program with the exception of EDU 594, and who have completed the specified pedagogical and content courses in the Master of Arts in Teaching program. Students planning to student teach must request a placement by the first day of the fall semester preceding the student teaching semester. A $250 fee is required for each placement.

The college establishes the teaching internship for one semester of the public school calendar (i.e., October-January or February through May) for prospective art educators. Preservice teachers spend half of each day actively engaging in teaching their content in grades K-6. This experience satisfies the NYS certification requirement for students teaching. An application is required, deadline: March 1 prior to the internship year. A fee of $250 is required for each student teaching placement. This fee is nonrefundable after August 1 for the fall semester and after December 15 for the spring semester.

The college establishes the teaching internship for one semester of the public school calendar(i.e., October-January or February-May) for prospective educators. Perservice teachers spend half of each day actively engaged in teaching their content in grades 7-12. This experience satisfies the NYS certification requirement for students teaching. An application is required, deadline: March 1 prior to the internship year.

Practice teaching in grades K-6 for prospective art educators is arranged by the college for candidates who have completed all coursework in the M.A.T. program with the exception of EDU 594. Application deadline: for fall student teaching, first day of prior spring semester; for spring student teaching, first day of prior fall semester. A fee of $250 is required for each student teaching placement. The fee is nonrefundable after August 1 for the fall semester and after December 15 for the spring semester.

Practice teaching in grades 7-12 for prospective art educators is arranged by the college for candidates who have completed all coursework in the M.A.T program with the exception of EDU 594. Application deadline: for fall student teaching, first day of prior spring semester; for spring, first day of prior fall semester. A fee of $250 is required for each student teaching placement. This fee is nonrefundable after August 1 for the fall semester and after December 15 for the spring semester.

This course provides the final clinical component for the teacher candidate enrolled in the dual Childhood/Special Education program as fulfillment of the requirements for initial state-level licensure in Childhood Education/Special Education.  This seven (7) week student teaching experience, situated in grades 1-3 in a general education or special education setting, is closely monitored by a college faculty supervisor and mentor teacher to facilitate the skills, knowledge, pedagogical practice and overall professional experience in the elementary/special education class setting.  Student teaching is arranged by the Esteves School of Education each semester.  Candidates must have approval of their program advisor.  Students planning to student teach in the Summer or Fall semesters must request placement in the first two weeks of the Spring semester.  Students planning to student teach in the Spring semester must request placement in the first two weeks of the Fall semester.  A fee of $250 is required for each placement.  The fee is nonrefundable after August 1 for fall semester and after December 15 for spring semester.

This course provides the final clinical component for the teacher candidate enrolled in the dual Childhood/Special Education program as fulfillment of the requirements for initial state-level licensure in Childhood Education/Special Education.  This seven (7) week student teaching experience, situated in grades 4-6 in a general education or special education setting, is closely monitored by a college faculty supervisor and mentor teacher to facilitate the skills, knowledge, pedagogical practice and overall professional experience in the elementary/special education class setting.  Student teaching is arranged by the Esteves School of Education each semester.  Candidates must have approval of their program advisor.  Students planning to student teach in the Summer or Fall semesters must request placement in the first two weeks of the Spring semester.  Students planning to student teach in the Spring semester must request placement in the first two weeks of the Fall semester.  A fee of $250 is required for each placement.  The fee is nonrefundable after August 1 for fall semester and after December 15 for spring semester.