Appeals Committee for SOE Advanced Professional Education Programs

Admission and Retention Committee

• Approve and monitor initial undergraduate and initial MAT candidates for:
  • admission to the professional education program (Transition Point 1);
  • admission to the internship (Transistion Point 2);
  • and completion of the internship (Transition Point 3);
• hear candidates' appeal cases and make recommendations to the Dean of the School of Education:
• review annual unit and program assessment reports and make recommendations to the Dean of the School of Education.

• Program Coordinator of The Division of Teacher Education (chair)
• Two additional full-time faculty members in the Division of Teacher Education
• Faculty member representing each of the content areas: Biology, English, Mathematics, Physical Education, and Social Studies
• Director of Internships and Field Experiences
• Certification Staff Support person (non-voting)

EEDA Committee

Secondary Education Task Force

Tenure, Promotion, and Evaluation Committee

• Recommends that tenure and/or promotion be granted/not granted for faculty candidates and
• conducts formative and summative evaluation of School of Education faculty members

Professional Development Committee

NCATE Steering Committee
(Functions as Assessment Committee for Professional Education Unit)

PHILOSOPHY

The Professional Education Unit of the School of Education at The Citadel is dedicated to achieving excellence in the education of principled leaders serving as teachers or in other educational capacities. All constituents in the Professional Education Unit are committed to preparing graduates to become principled leaders by instilling The Citadel's core values of academics, duty, honor, morality, discipline, and diversity in an enriching environment. The Professional Education Unit assumes responsibility for educating students to become professionals in the content of their respective educational discipline who are effective facilitators of learning. All constituents are dedicated to supporting the conceptual framework of The Citadel School of Education to prepare leaders who are knowledgeable, effective and reflective, and ethical and professional.

ARTICLE I: Name

Section 1. The name of this body shall be the Professional Education Board, abbreviated as PEB.

ARTICLE II: Mission

Section 1. The mission of the Professional Education Board incorporates the two major college-wide roles of assessment and governance at The Citadel to maintain excellence in the preparation of teachers and other allied educational professionals for the present and future by:

a) facilitating communications among all current and potential constituents charged with the preparation of professionals in Educational Leadership, Reading (Literacy), School Counseling, Teacher Education, and allied content areas including Biology, Chemistry, English, Mathematics, Modern Languages, Physical Education, Physics, School Psychology, and Social Studies;

b) collecting, integrating, aggregating, analyzing, assessing, and disseminating program evaluation data for all constituents; and

c) initiating program and curricular changes based on changes in the educational arena (e.g., best practices, accreditation standards) as informed by input and data from program faculty and respective advisory groups.

ARTICLE III: Goals

Section 1. The goal of the Professional Education Board is to provide a learning environment that facilitates development of professional educators. As student candidates master the institutional standards of knowledge, skills, and dispositions they are to become:

a) knowledgeable leaders;

b) effective and reflective leaders; and

c) ethical and professional leaders.

ARTICLE IV: Objectives

Section 1. To accomplish the above stated goals, the Professional Education Board (PEB) has the following assessment responsibilities to oversee and ensure:

a) the uniformity of assessment/data (generically) across programs/divisions/educational disciplines;

b) the collection and aggregation of data;

c) the analysis and dissemination of data; and

d) the comparison of data in relation to NCATE and related discipline Specialized Professional Association (SPA) requirements.

Section 2. The PEB will use multiple means for evaluating achievement of goals to include aggregation and disaggregation of unit and program data such as PRAXIS scores, admissions criteria, professional portfolios, grades, specific program transition points, supervisor ratings, faculty periodic review of students, and measures of knowledge, skills, and dispositions.

Section 3. To accomplish the above stated goals, the PEB has the following governance responsibilities:

a) maintaining NCATE/SPA accreditations;

b) overseeing and facilitating program improvements;

c) interfacing across programs and community;

d) implementing recommendations; and

e) monitoring and evaluating implemented recommendations.

ARTICLE V: Membership

Section 1. Membership of the PEB is of two types:

a) voting members and

b) non-voting members including ex-officio members who may participate during all discussions, but may not participate when the PEB Chair asks for motions or calls for a vote.

Section 2. Appointments of membership to the PEB are made by the School of Education (SOE) Dean in collaboration with the Deans of the School of Humanities and Social Sciences and the School of Science and Mathematics with the intent to be both representative of the various constituents in the Professional Education Unit and manageable in group size.

Section 3. The total PEB membership size is 19 persons including four non-voting members and 15 voting members. More specifically, the total membership includes:

a) Dean (or designee) of the SOE who serves as Chair of the PEB (non-voting, ex-officio member);

b) Associate Dean (or designee) of the Graduate College (CGC) (non-voting, ex-officio member);

c) Technology Specialist (non-voting, ex-officio member);

d) Secretary appointed by the PEB Chair (non-voting, ex-officio member);

e) Education Academic Oversight Council representatives (two voting members, including at least one who is a practicing teacher);

f) SOE graduate student (one voting member);

g) SOE undergraduate student (one voting member);

h) a member from each of the four divisions within the SOE (total of four voting members) including Educational Leadership, Reading (Literacy), School Counseling, and Secondary (Teacher) Education; and

i) a representative from each of the current and potential constituents charged with the preparation of professionals in English, Mathematics, Modern Languages, Physical Education, School Psychology, Science, and Social Studies (total of seven voting members).

ARTICLE VI: Officers

Section 1. The officers for the PEB will be the Chair, who shall be either the Dean of the SOE or his/her designee and the Secretary who is appointed by the PEB Chair.

Section 2. Responsibilities.

A. Chair. The responsibilities of the Chair shall be to

a) oversee college-wide roles of assessment and governance of the PEB;

b) oversee collection of documents forwarded to PEB and the dissemination of information to all PEB members;

c) serve as a liaison while facilitating communications among all current and potential constituents in the Professional Education Unit, discipline community advisory boards, and the Education Academic Oversight Council;

d) create PEB meeting agendas and preside at all PEB meetings;

e) certify that a quorum is present whenever voting at PEB meetings;

f) transmit recommendations of PEB to either the Undergraduate Curriculum and Instruction Committee or Graduate Council;

g) collaborate with Deans of the School of Humanities and Social Sciences and the School of Science and Mathematics and appoint the chairs and members of PEB ad hoc committees; and

h) work with the PEB Secretary to ensure the accuracy and prompt distribution of meeting minutes and other information.

B. Secretary. The responsibilities of the Secretary shall be to

a) attend and write minutes of all PEB meetings;

b) work with the PEB Chair to ensure the accuracy and prompt distribution of meeting minutes and other information;

c) communicate any correspondence and distribute documents for the PEB as directed by the Chair; and

d) collect documents and keep records of the current activities of the PEB.

ARTICLE VII: Meetings

Section 1. The meetings of the PEB will initially be scheduled monthly and revised as needed.

ARTICLE VIII: Committees

Section 1. Ad hoc committees will be formed as necessary to accomplish goals and objectives outlined in Articles III and IV of the PEB charter.

Section 2. Appointments of chairs and members of ad hoc committees will be made by the PEB Chair in collaboration with Deans of the School of the School of Humanities and Social Sciences and the School of Science and Mathematics.

ARTICLE IX: Amendments

Section 1. The PEB charter will be reviewed annually.

Section 2. Amendments to the PEB charter may be made once per year, on or before the first meeting, affirmed by two-thirds of voting members.

• Dr. Tony Johnson, Chair and SOE Dean
• Dr. Ray Jones, Associate Dean, CGC
• Ms. Shari Bouis, School Partner - Cario Middle School
• Ms. Barbara Hairfield, School Partner - Brentwood Middle School
  
• Dr. Jennifer Altieri, SOE Literacy Coordinator
• Dr. Kathy L. Brown, SOE, Leadership Division Coordinator
• Dr. Kathy Richardson-Jones, SOE Teacher Education Division Coordinator
• Dr. George Williams, SOE, School Counseling Division Coordinator
• Dr. David Allen, English Department
• Dr. Michael Barrett, History Department
• Dr. Alix Darden, Biology Department
• Dr. Mark Del Mastro, Head, Modern Languages Department
• Dr. Mike Politano, Psychology Department
• Dr. Steve Comer, Science and Mathematics Department
• Dr. Josey Templeton, Health, Exercise, and Sport Science
• Dr. Marilyn Feldmann, SOE NCATE Coordinator
• Ms. Alice Hambright, Technology Specialist
• Ms. Judy Hagen, SOE Administrative Specialist
• Mr. Daryl Baldemor, Undergraduate Candidate
• Ms. Colleen Brennan, Graduate Candidate