School of Education
- Dean's welcome
- About the School of Education
- Programs
- Students
- Tk20 by Watermark
- Departments
- Faculty & Staff
- Certification
- Initiatives & Projects
- SUNY Oswego Intensive Teacher Institute TESOL
- Sheldon Institute
- Onondaga Nation Partnership
- O-RITE Grant
- Benin Project CLIMB
- Professional Development Schools
- SUNY Oswego reading clinics
- Technology Annual Fall Conference
- Urban courses + student teaching
- Center for Urban Schools
- Oswego Writing Institute
- Teacher Opportunity Corps II
- Community
- Calendar
- Policy handbook
- Clinically Rich Residency
- Clinically rich residency model overview
- Program models linking theory and practice
- Ongoing professional development
- GESA in a clinically rich residency
- Co-teaching in a clinically rich residency
- Content and pedagogy in a clinically rich residency
- Clinically rich stakeholder benefits
- Data collection
- Team Sheldon
- Site index
Program Models Linking Theory and Practice
School of Education
- Dean's welcome
- About the School of Education
- Programs
- Students
- Tk20 by Watermark
- Departments
- Faculty & Staff
- Certification
- Initiatives & Projects
- SUNY Oswego Intensive Teacher Institute TESOL
- Sheldon Institute
- Onondaga Nation Partnership
- O-RITE Grant
- Benin Project CLIMB
- Professional Development Schools
- SUNY Oswego reading clinics
- Technology Annual Fall Conference
- Urban courses + student teaching
- Center for Urban Schools
- Oswego Writing Institute
- Teacher Opportunity Corps II
- Community
- Calendar
- Policy handbook
- Clinically Rich Residency
- Clinically rich residency model overview
- Program models linking theory and practice
- Ongoing professional development
- GESA in a clinically rich residency
- Co-teaching in a clinically rich residency
- Content and pedagogy in a clinically rich residency
- Clinically rich stakeholder benefits
- Data collection
- Team Sheldon
- Site index
Leading up to 2011, SUNY Oswego's School of Education had already begun the work of integrating clinical experiences within the theoretical framework of education pedagogy to provide a more cohesive connection between our teacher preparation programs and the realities and demands of the classroom. Building upon this work, SUNY Oswego was awarded a total of $2.7 million in Race to the Top funding through NYSED, beginning in 2011, to support both graduate and undergraduate clinically rich teacher preparation pilot programs (O-RITE MAT and Bridges Clinically Rich TESOL). In this model, candidates undertake education coursework concurrently with a school residency experience lasting from fifteen to twenty weeks per semester for two consecutive semesters.
Clinically Rich TESOL Education (fall 2012 - ongoing)
Bachelor of Science
- Two full-time, full-semester residency experiences
- Education courses run concurrently with residency experiences
- Concurrent monthly professional development and school visits
- Each candidate spends a full semester each in an elementary classroom and a full semester in a secondary classroom in the Syracuse City School District
MST Childhood Education (ongoing)
Master of Science in Teaching
- Candidates transition from par-time to full-time in school during the semester
- Candidates have a primary experience (1-3) one semester and an intermediate (4-6) experience another semester
- Partnered with Syracuse City School District elementary schools
- Courses taught on site where possible
- Faculty receive assigned time for ongoing school visits
Oswego Residency Initiative for Teacher Excellence (O-RITE): Math, Science or TESOL with SWD 7-12 (fall 2011 - spring 2015)
Master of Arts in Teaching leading to dual certification
- Full-time, full-semester residency (7+ weeks actively observing / 7+ weeks student teaching in a co-teaching model)
- Synchronous online and asynchronous online coursework runs concurrent with residency experience
- Professional development around mentoring and co-teaching along with regular school visits
- Partnered with schools across New York State