Concert: Bach cello suites by Matt Haimovitz
Renowned Israeli-born soloist Matt Haimovitz performs all six Bach cello suites, while visiting four Central New York locations. (The “moveable feast” begins with a Tuesday live-at-noon broadcast from the studios of WCNY FM (91.3), followed by a 3 p.m. appearance at the River’s End Bookstore. The musical tour resumes at 5 p.m. Wednesday at Tyler Gallery in Penfield Library.) The remaining suites at 7:30 p.m. Sheldon Hall: $15 ($5 for SUNY Oswego students), including parking in lots adjacent to and across Washington Boulevard from Sheldon Hall. http://www.oswego.edu/arts. 312-2141.
Location: Ballroom, Sheldon Hall
Wednesday, Sept 16, 7:30 p.m. - 9:30 p.m.
Author talk: "We Are All Completely Beside Ourselves"
Karen Joy Fowler, author of this year's Oswego Reading Initiative book, "We Are All Completely Beside Ourselves," will speak. Shortlisted for the international Man Booker Prize in 2014, the book examines life from the perspective of young adult Rosemary Cooke and her primate "sister," weaving a humorous, poignant and multilayered plot around the theme of scientific experimentation with animals as well as animal rights. Fowler is the author of six novels, two of them New York Times bestsellers. Free; parking for those without a campus parking sticker is $1 -- see oswego.edu/administration/parking. 312-2232.
Location: Ballroom, Sheldon Hall
Wednesday, Sept 30, 7 p.m. - 8:30 p.m.
Men's Soccer Tournament - William Paterson vs. Houghton
Location: Oswego, N.Y. - Laker Turf Stadium
Friday, Sept 4, 3 p.m. - 5 p.m.
Women's Soccer vs. University Pittsburgh-Greensburgh
Location: Oswego, NY- Laker Soccer Field
Friday, Sept 4, 3 p.m. - 5 p.m.
2015 New Jersey Event
Find out more and register: http://bit.ly/1T3Y0iT
Location: Ridgewood Country Club 96 W. Midland Ave., Paramus, N.J.
Thursday, Sept 17, 6 p.m. - 9 p.m.
GOLD Third Thursdays
Visit http://www.facebook.com/events/453070221388940 for the latest locations or suggest your own!
Location: Various Cities
Thursday, Sept 17, 6 p.m. - 8 p.m.
Required courses in the TESOL Education major are designed to lead to initial New York State k-12 certification to teach English as a second language, as well as provide in-depth knowledge that can lead to graduate study in the area of the academic major. Candidates develop their KNOWLEDGE base in Linguistic. Additionally, all students participate in education coursework linked to field experiences in schools, including some exciting opportunities to PRACTICE in urban and international settings.
The faculty of the Curriculum & Instruction Department at SUNY Oswego is committed to educating candidates in the TESOLCertification Program in a manner that enables them to provide AUTHENTIC LEARNING experiences for the full range of adolescents in the schools of the 21st century (SOCIAL JUSTICE). The programs involve partnerships with Arts & Science faculty, School of Education faculty, k-12 practitioners, and Curriculum & Instruction faculty, which will generate knowledgeable, socially conscious, reflective, collaborative teachers (KNOWLEDGE, REFLECTION, COLLABORATION). This goal is accomplished by the partners working together to provide relevant courses and opportunities to participate in meaningful middle school and high school field placements, where cooperating teachers and candidates work together to provide authentic learning experiences for diverse populations (PRACTICE).
The professional segment of the program is based on a constructivist model that encourages candidates to enrich and expand upon the content knowledge gained in the Arts & Science courses, through additional experiences with pedagogy and sustained field placements in diverse settings. Knowledge of both discipline content and pedagogy is integrated in meaningful learning experiences that encourage reflection, collaborative analysis, and construction of personal knowledge.
The development of a reflective, analytical teacher of adolescent learners requires a program that offers a combination of a strong knowledge of the disciplines (the manner in which they are organized, their processes and attitudes within the context of a global society), theory-based pedagogical courses, collaborative experiences and authentic learning in field placements where needs of diverse learners are met. Throughout the program, candidates are encouraged to reflect upon coursework and to relate it to current research and the information gathered in middle and high school field placements.
The sequence of courses is designed to provide candidates with an understanding of the educational foundations, content structure and methodology upon which information can be based concerning strategies of instruction and practice gained from field experience. The program culminates in two student teaching experiences under collaborative supervision of college personnel and practitioners from the field, which provide external opportunities in diverse classrooms in order to practice the integrated knowledge gained in courses. Although specific coursework is provided for instruction of students with a wide range of abilities and ethnic backgrounds, the philosophy of preparing a teacher to teach the full range of students also demands integration of this information into all courses.
The following desired outcomes for the TESOL k-12 program was developed through input from Curriculum & Instruction faculty, Arts & Science faculty, School of Education faculty, and k-12 teachers and administrators, using standards from the New York State Education Department, the Interstate New Teacher Assessment & Support Consortium (INTASC), and the various national learned societies associated with the National Council for Accreditation of Teacher Education (NCATE):
1. Candidates know, understand and use the central
concepts, tools of inquiry, and structures of the disciplines they will teach TESOL student k-12, and can create meaningful learning experiences for these students (KNOWLEDGE, PRACTICE).
2. Candidates understand how the full range of students learn and develop in order to provide AUTHENTIC LEARNING opportunities that support intellectual, social and personal development in all students (SOCIAL JUSTICE).
3. Candidates understand and use authentic instructional strategies, including EDUCATIONAL TECHNOLOGY, to encourage students' development of critical thinking, problem solving and performance skills (AUTHENTIC LEARNING, PRACTICE).
4. Candidates understand and use motivational strategies to create a learning environment that encourages positive social interactions and active engagement in learning (PRACTICE, AUTHENTIC LEARNING).
3. Candidates understand and use communication techniques (verbal and non-verbal) to support inquiry, collaboration, and supportive interactions in the learning process (PRACTICE).
4. Candidates understand and use formal and informal assessment strategies to monitor students' development and insure continuous intellectual, social, and physical growth (PRACTICE).
5. Candidates are reflective practitioners, who continuously ‘evaluate the effect of his/her choices and actions of others in the learning environment and seek opportunities for professional development (REFLECTION).
6. Candidates foster relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well being (COLLABORATION & LEADERSHIP).
Program requirements are officially described in the current SUNY Oswego Undergraduate Catalog, which can be obtained by calling or writing the Admissions Office (315-312-2250, 229 Sheldon Hall, SUNY Oswego, Oswego, NY 13126). For all NYSED teaching certificates, passing the appropriate New York State Teacher Certification Examinations and meeting all other requirements for NYSED teacher certification is required (see www.highered.nysed.gov/tcert/).
For further information contact Dr. Marcia Burrell, Associate Chair for Program Coordination and Assessment , Curriculum & Instruction Department, 214A Hewitt Union, SUNY Oswego, Oswego NY 13126, 315-312-4061.