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Teacher Education
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:

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).


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:



The faculty is committed to promoting education for all individuals to the fullest extent possible. With the implementation of appropriate teaching and assessment strategies, a fundamental guiding belief is that all students, though having unique learning styles and experiences, are capable of learning.

It is the educator’s responsibility, with the aid of appropriate resources and support, to establish a mutually respectful environment where effective learning occurs for all students.


Education is a systematic effort to facilitate the knowledge, skills, attitudes and values necessary for the student to function in a diverse society.

The faculty is committed to upholding the highest professional standards in all situations in which they model these standards to students through their teaching, research, and service endeavors.

The faculty is committed to an open interchange of ideas wherein the perspectives of all are valued.

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

Conceptual Framework - 2006 Revision

Conceptual Framework - 2011 Revision

The Citadel's Professional Education Unit Conceptual Framework

Vision Statement

(Approved 4/12/2011 – Effective 1/1/2012)



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.



  • Society is in need of principled educational professionals committed to ensuring all students learn;

  • All children and young adults require high quality educational experiences that enable them to compete and prosper in the global economy; and

Such high quality educational experiences require a transformed educational system focused on fostering twenty-first century knowledge and skills in all children and young adults.

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 learner-centered 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-20 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 15 performance indicators for candidates to demonstrate that they are principled educational leaders who are knowledgeable, reflective, and ethical professionals:

Knowledgeable Principled Educational Leaders...
  1. Have mastered the subject matter of their field of professional study and practice;
  2. Utilize the knowledge gained from developmental and learning theories to establish and implement an educational program that is varied, creative, and nurturing;
  3. Model instructional and leadership theories of best practice;
  4. Integrate appropriate technology to enhance learning;
  5. Demonstrate a commitment to lifelong learning;

Reflective Principled Educational Leaders…

  1. Develop and describe their philosophy of education and reflect upon its impact in the teaching and learning environment;
  2. Develop and manage meaningful educational experiences that address the needs of all learners with respect for their individual and cultural experiences;
  3. Construct, foster, and maintain a learner-centered environment in which all learners contribute and are actively engaged;
  4. Apply their understanding of both context and research to plan, structure, facilitate and monitor effective teaching and learning in the context of continual assessment;
  5. Reexamine their practice by reflectively and critically asking questions and seeking answers;

Ethical Principled Educational Leaders…

  1. Demonstrate commitment to a safe, supportive, learning environment;
  2. Embrace and adhere to appropriate professional codes of ethics;
  3. Value diversity and exhibit a caring, fair, and respectful attitude and respect  toward all cultures;
  4. establish rapport with students, families, colleagues, and communities;
  5. Meet obligations on time, dress professionally, and use language appropriately.


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.