Innovative Teacher Preparation

Innovation has been a hallmark of SUNY Oswego since its founding by Edward Austin Sheldon in 1861. This creative spirit still thrives in the School of Education, nationally accredited by the National Council for the Accreditation of Teacher Education (NCATE). Innovative methods, grounded in research and early experiences in the field, help students meet the challenges of today’s global and diverse educational landscape.

Our Programs

Housed in Park and Wilber Hall, our five academic departments offer over 40 undergraduate and graduate programs. The School of Education offers a wide range of programs for initial and professional certification for teachers along with school counselors, school psychologists, and administrators.

The two School of Education undergraduate programs not leading to teacher certification offer a unique multidisciplinary approach to prepare students for roles in technology management and wellness management fields.

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Helpful Resources

Tk20

Log in to Tk20 and create and view your educational portfolio which documents your coursework, field experiences, reflections and observations.

Log in to Tk20

Teacher Certification

Learn more about the process and requirements to get certified in New York State.

Get Certified

NCATE Accredited

NCATE accredited schools have high-level success in turning out professional and well-prepared educators.

Learn about accreditation

Our Foundation

Partnerships

Across the five academic departments in the School of Education, approximately 130 full-time and adjunct faculty serve the needs of approximately 1200 students each semester. In addition to faculty members who teach courses and supervise field experiences, dozens of school district teachers, school counselors, school psychologists, and school building leaders serve as part of the clinical educator pool to host and mentor our practicum students, student teachers, residents, and interns.

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Commitment to Diversity

The School of Education Conceptual Framework and Dispositions statements specifically speak to a commitment to social justice. We expect candidates to become advocates for all learners, proactively addressing injustice within and beyond the school setting. In our mission statement, we expect to develop graduates who will value diversity in all its forms and advocate for Social Justice. The EPP Policy Handbook thoroughly articulates a Diversity policy that speaks to the processes described below.

The Student Experience

The faculty of the School of Education believes that the role of schools is to promote authentic learning by all students. The role of educators in meeting that goal is to function as socially conscious catalysts for change who create and sustain school environments where excellence is cherished and social justice flourishes.

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