Teacher Education

Dean of Education & Director of Teacher Education: Johnson
Associate Dean: Vacant
Professors: Henson, Johnson, Williams
Associate Professors: Altieri, Brown , Hewett, Jefferson, Jones, Murray, Woelfel, Yeatts
Assistant Professors: Crawford, Graham, Oberman
Visiting Associate Professor: Bullock
Interim Assistant to the Dean: Habhegger

The Director of Teacher Education is the college official charged with the responsibility for the development, implementation, administration, and monitoring of all teacher education activities at The Citadel. The director assures that all Citadel programs meet the standards and criteria set forth by:

• The South Carolina General Assembly
• The South Carolina Department of Education
• National Council for Accreditation of Teacher Education (NCATE)

Teacher education at The Citadel is dedicated to the development of teachers for the public schools of the state and nation. Teacher education programs prepare students to teach in secondary schools. In addition, a program for K-12 certification is available in physical education (see the Department of Health, Exercise and Sport Science website for additional information).

Admission to the Education Major

Admission to an Education Major at The Citadel is a three-level process. Students should read this section carefully so that this process is well understood.

Assignment to Pre-Education Major

Students who are interested in the teaching profession are first assigned to Pre-Education or Pre-Physical Education (Teaching Track). For those interested in Physical Education (Teaching Track), please refer to the requirements of the Department of Health, Exercise, and Sport Science. At the Pre-Education level, it is the student’s responsibility to achieve passing scores—as determined by the South Carolina Department of Education—on the PRAXIS I basic skills exam in reading, writing, and mathematics. Students should take the PRAXIS I exams during their sophomore year and are responsible for ensuring that official records of passing scores are on file at The Citadel. Also, students—in consultation with their faculty advisors—are responsible for following the appropriate curriculum. In addition, students need to pay attention to their cumulative grade point average (GPR) since a 2.5 cumulative GPR is required for admission into the teacher education major.

Admission to Education Major

To be admitted to the Education Major, the student enrolled in pre-education must have the support of his or her advisor relative to suitability and interest in teacher education and must also have:

1. Official passing scores on all three parts of PRAXIS I exams on file at The Citadel.
2. Maintained a cumulative Grade Point Ratio of 2.500 or higher on at least 45 credit hours of coursework taken at The Citadel;
3. Passed EDUC 101.

Students who have not met these requirements by the end of their sophomore year are not eligible for admission into a professional education program and will not be permitted to enroll in 300- (except EDUC 307 and EDUC 312) or 400-level Education courses.

Admission to the Internship in Teaching (EDUC 499 or PHED 499)

Students must make a formal application for admission no later than May 1st of the previous academic year for admission to the spring internship in teaching. The internship is not normally offered to students in fall semesters. This application will be reviewed by the Committee on Admissions and Retention and will include, among other things, recommendations from professors in completed professional education and content area courses, recommendations from general education faculty, and an evaluation by the student’s advisor regarding the student’s suitability and interest in teacher education. In addition, the student must have:

1. Completed all professional education courses and content coursework;
2. Completed the following professional education courses with a cumulative GPR of at least 2.500: EDUC 101, 202, 206, 306, 312, and 401 (See the 2008-2009 Cadet Catalog for PHED courses);
3. Have on file at The Citadel the clearances required by the South Carolina State Department of Education through the FBI and SLED;
4. Maintained a cumulative GPR of at least 2.500;
5. Completed successfully all previous field experiences;
6. Have on file at The Citadel official records of the appropriate PRAXIS II test score(s) and the appropriate Principles of Learning and Teaching (PLT) test score.

The Director of Teacher Education will be informed of the results of this review and will send official notice of admission or rejection to the student. In the absence of significant extenuating circumstances, a student not eligible for the Internship in Teaching will be required to change majors.

Graduation Requirements

To meet graduation requirements, the Teacher Education major must complete all requirements for one of the teaching field courses of study and must have earned a GPR of at least 2.500 on each of the following: all cumulative coursework and all professional education courses. In addition, passing scores on the appropriate PRAXIS II and Principles of Learning and Teaching (PLT) exams must be on file at The Citadel.

Completion of the curricular requirements may result in licensure by the South Carolina Department of Education.

School of Education Purpose - Undergraduate Programs

The purpose of the School of Education’s undergraduate programs is to serve the people of the Lowcountry, the state of South Carolina, the Southeast, and the nation by providing high quality programs in the preparation of secondary teachers and a K-12 program in physical education. While approximately 50 percent of the undergraduate student body is from the state of South Carolina, students from across the United States are involved in education programs at The Citadel. Reciprocal arrangements with other states and the accreditation of the National Council for Accreditation of Teacher Education facilitate certification in all fifty states.

School of Education Statement of Philosophy

The philosophy of the School of Education at The Citadel is based on five fundamental propositions. These propositions serve to orient the mission and conceptual base of the School, guide the actions and value system of the faculty, shape the curricula of the various programs, and provide to its faculty their sense of purpose and meaning for teaching, scholarship, and professional service. These five propositions are:

School of Education's Mission

The mission of the School of Education at The Citadel is to support the development and preparation of individuals who are knowledgeable about the learning process and learners and who are effective, ethical, and reflective educators prepared to assume leadership roles in the profession and community. Further, with a focus toward learner-centered education, they are effective in educating a diverse learner population to high academic standards. The mission is based on the School’s philosophy and conceptual model.

Conceptual Framework of The Citadel’s Professional Education Unit

Developing Principled Educational Leaders for P-12 Schools

The Citadel’s Professional Education Unit prepares principled educational leaders to be knowledgeable, reflective, and ethical professionals. Candidates completing our programs are committed to ensuring that all students succeed in a learner-centered environment.

The Citadel’s Professional Education Unit is committed to the simultaneous transformation of the preparation of educational leaders and of the places where they work. Specifically, The Citadel’s Professional Education Unit seeks to develop principled educational leaders who:

• have mastered their subject matter and are skilled in using it to foster student learning;
  
  
• know the self who educates (Parker J. Palmer) and integrate this self knowledge with content knowledge, knowledge of students, and in the context of becoming professional change agents committed to using this knowledge and skill to ensure that all students succeed in a learnercentered environment; and
  
  
• exemplify the highest ethical standards by modeling respect for all human beings and valuing diversity as an essential component of an effective learner-centered environment.

The Citadel’s Professional Educational Unit is on the march, transforming itself into a Center of Excellence for the preparation of principled educational leaders. Through our initial programs for teacher candidates for P-12 schools and our advanced programs for professional educators in P-12 schools, The Citadel’s Professional Education Unit transforms cadets and graduate students into principled educational leaders capable of and committed to transforming our schools into learning communities where all children and youth succeed.

The Citadel’s Professional Education Unit has identified 17 performance indicators for candidates to demonstrate that they are principled educational leaders who are knowledgeable, reflective, and ethical professionals:

Knowledgeable Principled Educational Leaders…

1. know in-depth subject matter of their field of professional study and
   practice;
2. demonstrate and apply an understanding of developmental and
   learning theories;
3. model instructional and/or leadership theories of best practice;
4. utilize the knowledge gained from professional study to develop and implement an educational program that is varied, creative, and nurturing;
5. integrate the use of technology;
6. demonstrate a commitment to lifelong learning.
   

Reflective Principled Educational Leaders…

7. develop and describe their philosophy of education and reflect upon its impact in the teaching and learning environment;
8. develop and manage meaningful educational experiences that address the needs of all learners with respect for their individual and cultural characteristics;
9. construct, foster, and maintain a learner-centered environment in which all learners contribute and are actively engaged;
10. apply their understanding of both context and research to plan, structure, facilitate, and monitor effective teaching and learning in the context of continual assessment;
11. research their practice by reflectively and critically asking questions and seeking answers.

Ethical Principled Educational Leaders…

12. apply reflective practices;
13. demonstrate commitment to a safe, supportive learning environment;
14. demonstrate high values and a caring, fair, honest, responsible, and respectful attitude;
15. establish rapport with students, families, colleagues, and community;
16. value diversity and exhibit sensitivity to and respect for cultures;
17. exhibit prompt regular attendance, wear professional attire, and communicate in standard English.

Definition of Learner-Centered Education:

Learner-centered education is defined by McCombs and Whisler (1997, p.9) as "the perspective that couples a focus on individual learners (their heredity, experiences, perspectives, backgrounds, talents, interest, capacities, and needs) with a focus on learning (the best available knowledge about learning and how it occurs and about teaching practices that are most effective in promoting the highest levels of motivation, learning, and achievement for all learners)." This dual focus, then, informs and drives educational decision-making. Leadership focused toward learner-centered education in this perspective embodies the learner and learning in the programs, policies, and teaching that support effective learning for all students.

 

The Professional Education Board

To facilitate the college-wide mission of preparing principled leaders for professional education, The Citadel establishes (effective fall of 2006) the Professional Education Board (PEB). The Citadel PEB’s primary focus is to foster academic environments that promote the development of principled leaders for the education profession and to facilitate the continuing improvement of professional education programs across the college. In pursuing these goals, the PEB will concentrate on communication, assessment, and governance issues. The Citadel’s Dean of the School of Education chairs the Board, and it is comprised of representatives from all of The Citadel’s professional education constituencies, including faculty, staff, students, and our P-12 colleagues. PEB members are appointed by the Dean of the School of Education in collaboration with the Deans of Humanities and Social Sciences, of Science and Mathematics, and of Graduate and Professional Studies. Beginning in September, 2006, the Professional Education Board will meet monthly during each academic year.