Education

This is the foundational leadership course in your pathway to becoming an instructional leader at the
classroom or building level. It focuses on your emerging leadership identity and your personal
"why" for continuing this professional journey. One of your first assignments in this course will
be a self-assessment against the Professional Standards for Educational Leaders (PSEL) that will become the baseline for you to reflect on your own goals and growth through the program. In the final internship course, these reflections will become your Personal Leadership Platform, or your current positions and insights on your own leadership beliefs and positions. It is also crafted to assist you in becoming more observant of, and sensitive to, the environment surrounding leadership in all K-12 schools.

Building on mission and vision from the first course in the sequence, leaders will now consider the nature of the change process both at the organizational and personal level. Leaders will also consider mission and vision as it relates to system alignment and the development of a theory of action for an evidenced-based instructional change that will improve student learning. Students will gain knowledge, skills, and dispositions towards solving the impediments to school improvement, particularly as it relates to subgroup populations. Since the PSEL standards are the foundational design element of this instructional leadership program, this course continues with Part I of Standard 10.

Using the vast amount of assessment information in a purposeful and deliberate fashion is a challenge for current leaders. It is often difficult to determine which assessments are the most informative depending on the nature of the presenting student learning gap. With an urgency to rapidly decrease learning gaps, the critical step of analyzing the precise nature of the learning gap is often neglected in favor of selecting a new program or resource that promises to enhance learning. This course builds on Course 2 within Standard 10 and is designed to build a literacy around use of various tools and protocols for studying assessments in a time-efficient and actionable manner. Since the PSEL standards are the foundational design element of this instructional leadership program, this course continues with Part II of Standard 10.

This fourth course in the sequence considers the roles of both instructional coaches, as well as building leaders, in the supervision of curriculum; from the initial selection or design through implementation to measuring its impact on learners. It includes the social, philosophical, and psychological principles relevant in articulating curriculum. Special emphasis is given to integration of multiculturalism in curriculum improvement. The learning activities for this course are designed to prepare each student with essential knowledge and competencies for effective instructional leadership in curriculum development. Effective educational leaders develop and support intellectually rigorous and coherent systems of curriculum, instruction, and assessment to promote each student's academic success and well-being. This course is grounded in PSEL Standard 4: Leadership of the Curriculum.

The purpose of this course is to develop a philosophy about how to manage and build human and social capital in your school or organization. It also presumes the theory of action that learning is social in nature and occurs between professionals. Finally, this course considers how to respond individually to faculty while also building reflective practice as a foundational element of the school's culture. Since the PSEL standards are the foundational design element of this instructional leadership program, this course is grounded by Standard 6: Professional Capacity of School Personnel.

This is the sixth course in the sequence and it is designed to aggregate knowledge of leadership practices with leadership of the curriculum and supervision of teaching and learning. This system perspective of a department or school will be the foundation of developing continued venues for professional learning that is directly tied with the needs of learners or faculty and staff, this course prepares leaders for PSEL Standard 7: Professional Community for Teachers and Staff.

Every school has its own unique culture for learning and as influenced by the larger society often struggles with meeting the needs of our most diverse learners identified by race, ethnicity, social-economic status, language, sexual identity, and different emotional, social and academic abilities. This course is designed to build the graduate leaders' skills in leading a complex learning organization. Throughout this course, graduate leaders will gain knowledge and skills necessary to develop and maintain an equitable, culturally responsive and inclusive school culture. Leaders will gain skills in confronting their own biases and how to alter institutional biases of student marginalization, deficit-based schooling, and low expectations associated with race, class, culture, language, sexual identity. This course is founded on PSEL Standards 5 and 8: Community of Care and Support for Students.

This final course in the program completes the 300 hours needed for the SBL certificate and focuses on Standard 9 Operations and Management. Students will maintain a log of the final district and building hours as well as complete an integrative project dependent on their intended career path: content area leader/department chair, instructional coach, or building leader as follows:

Content Area Leader: Program Review
Instructional Coach: Team Coaching Plan
Building Leader: Building Strategic Plan

Candidates will be "in the field" conducting the processes for their integrative project. Candidates will attend four seminars during the semester that are intended to continue the cohort professional network as well as extend learning beyond topics covered in the program. They are expected to meet with their instructor once per month to review their progress on their integrative project and internship hours in addition to the monthly log. This course will have 5 evening seminars to share progress on internship field work and learn from topical speakers.

This course is founded on Standard 9: Operations and Management.

The emphasis of the course is on district level leadership. It is designed to shape and assess the abilities of potential leaders to analyze, strategize, implement and follow-up, individually and in groups with respect to the problems faced by school district leaders in a variety of settings. Another focus will be on interacting effectively with school board members, community, and parent groups, underserved and= unserved constituencies, teacher and administrator organizations at all levels, and political leaders having an impact on the resources and/or the mission of the school district. Upon completion students will acquire the knowledge, dispositions and skills necessary to perform the functions of the chief executive officer and instructional leader of a school district.

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 across all grade levels. Special attention is given to how the use of educational technologies is 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. Students 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 in the pedagogical methods essential in all subject areas - Mathematics, Science, Technology, English/Language Arts, The Arts, and Social Emotional Learning as aligned to New York State Next Generation Learning 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 all learners. 50 hours of fieldwork required.

This online course presents current theories and “best practices” for teaching reading and writing in upper elementary and secondary content area subjects. The focus is on supporting the learner to become a “strategic” reader and writer as they expand their content knowledge. Reading and writing will be demonstrated as recursive processes that help the student to internalize content knowledge and demonstrate that knowledge using a variety of research-based strategies. The underlying premise is that students of any age or academic level can learn more if presented with models that meet their individual needs, and when they are actively involved in learning activities. All candidates must complete 25 hours of field experience related to course content in grades 5-12.

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.

This course cultivates experience in planning, implementing and evaluating a variety of individual and group management techniques across educational levels. Both instructional management and classroom management are examined as means of increasing pupils' time on task and opportunity to learn. Student-teacher interaction models along with collaborative practices within the school community (e.g., co-teaching relationships, mentor-teacher, administrator and teacher) are explored. Furthermore, this course discusses evidence-based practices that will assist in developing a safe and health learning environment for all (e.g., trauma informed practices, collaborative and proactive solutions, PBIS, restorative practices, MTSS). Lastly, this course introduces and discusses resources outside the school to assist in building a health learning community for a diverse needs of students.

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 internship in Art Education is intended to be a unique experience that allows students flexibility with placement in which to gain experience and further develop as Art Educators.  Similar to the student teaching experience, the internship is geared toward "learning by doing" but allows for different learning contexts when working with preK-12 students.  Students must consult with their advisor regarding suitable options.  Required seminar with the internship experience.

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.

Student teaching consists of supervised practice teaching art in grades preK-6, with coordinated academic responsibilities. Bi-weekly seminars will be scheduled for all graduate student teachers.

Student teaching consists of supervised practice teaching art in grades 7-12 with coordinated academic responsibilities.  Bi-weekly seminars will be scheduled for all graduate student teachers.

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.