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Dean of Education & Director of Teacher Education: Ortlieb

Department Head: Kane

Professors: Cheshire, Jefferson, Murray, Williams, Ortlieb

Associate Professors: Albert, Hornor, Ilagan, Kane, Oberman

Assistant Professors: Dague, Gilmore, Westberry

Conceptual Framework of The Citadel’s Professional Education Unit

Developing Principled Educational Leaders for P-20 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 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 committed to high-quality, evidence-based educator preparation that assures educators are ready to work effectively with all learners. Our vision is to transform our cadets, evening undergraduate students, and graduate students into principled educational leaders prepared to produce learning environments in which all students can be successful. Our initial programs for teacher candidates focus on developing educators prepared for highly diverse learners, including students with disabilities, those from economically disadvantaged communities, and those who are culturally, ethnically, and linguistically diverse. Our advanced programs are focused on preparing professional leadership and service roles in P-20 settings.

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…

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

Ethical Principled Educational Leaders…

11. demonstrate commitment to a safe, supportive, learning environment;
12. embrace and adhere to appropriate professional codes of ethics;
13. value diversity and exhibit a caring, fair, and respectful attitude and respect toward all cultures;
14. establish rapport with students, families, colleagues, and communities;
15. meet obligations on time, dress professionally, and use language appropriately.

Director of 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:

1. The South Carolina General Assembly
2. The South Carolina Department of Education
3. The Council for Accreditation of Educator Preparation (CAEP)

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 (grades 7-12). In addition, a program for K-12 certification is available in physical education (see the Department of Health and Human Performance section for additional information) and in modern languages (see the Department of Modern Languages, Literatures, and Cultures for additional information).

Admission to the 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

Students who are interested in the teaching profession are first assigned to Pre-Education, Pre-Physical Education (Teaching Track), or to modern language majors that include a concentration in teacher education. For those interested in Physical Education (Teaching Track), please refer to the requirements of the Department of Health and Human Performance. 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 Core Academic Skills for Educators tests. Students should take the PRAXIS core 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 (GPA) since a 2.5 cumulative GPA is required for admission into teacher education junior level study.

Admission to Education Major

To be admitted to the teacher education senior level study or to content majors that include a concentration in teacher education, the student enrolled in pre-education must have the support of his or her advisor relative to suitability and interest (e.g., dispositions) in teacher education and must also have:

1. official passing scores on all three parts of PRAXIS core exams on file at The Citadel;
2. maintained a cumulative Grade Point Average of 2.5 or higher on at least 45 credit hours of coursework taken at The Citadel;
3. passed EDUC 101 and EDUC 202.

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

Students must make a formal application for admission no later than the beginning of the fall semester of their junior year. 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. on file at The Citadel South Carolina State Department of Education clearance through the FBI and SLED;
3. a cumulative GPA of at least 2.5;
4. completed successfully all previous field experiences;
5. on file at The Citadel official records of passing PRAXIS II test score(s). It is strongly recommended that students take the Principles of Learning and Teaching (PLT) test as soon as they have completed EDUC 101, EDUC 202 and EDUC 312.

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 GPA of at least 2.750. 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. A grade of “B” or better in EDUC 499  is necessary to quality for teacher certification recommendation.

Programs

• Secondary Education Major

• Secondary Education Major - Biology Concentration
• Secondary Education Major - Chemistry Concentration
• Secondary Education Major - Social Studies Concentration

• Education Minor

Courses

• EART 201 - Introduction to Earth Science
• EDUC 101 - Education in Modern Society
• EDUC 201 - General Education Elective
• EDUC 202 - Educational Psychology
• EDUC 206 - Adolescent Development
• EDUC 301 - Foundations in Reading
• EDUC 306 - Teaching Reading and Writing in the Middle and High School
• EDUC 307 - Child Development
• EDUC 312 - Learners with Exceptionalities
• EDUC 330 - Developing Leadership Skills through Peer Counseling
• EDUC 401 - Methods and Materials of Middle and High School Teaching
• EDUC 402 - Special Methods in Teaching
• EDUC 409 - Special Topics in Education
• EDUC 420 - Independent Study/Research
• EDUC 499 - Internship in Teaching

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