843-953-5097, zuckerfamilysoe@citadel.edu
http://www.citadel.edu/root/teacher-education

Education Advisors:
Dr. Christopher Dague, cdague@citadel.edu
Dr. Jennifer Albert, jalbert@citadel.edu
Dr. Mark Newton, mnewton4@citadel.edu

Program Field Experiences, Internships and Support Services:
Steph Eldridge, seldridg@citadel.edu

Mission Statement

The Master of Arts in Teaching (M.A.T.) program is designed for students seeking initial teacher certification in the fields of Science, English Language Arts, Mathematics, or Social Studies. The program shares the philosophy and conceptual base of the Zucker Family School of Education: Preparing Principled Educational Leaders who are knowledgeable, reflective, and ethical. In addition, students must demonstrate an understanding of essential knowledge and its application to the classroom through field experiences and a professional internship. Some of those areas of knowledge include human development, education foundations and research, and an understanding of the academic content the student proposes to teach.

The purpose of the graduate programs of the Zucker Family School of Education is to serve the people of the Lowcountry, the state of South Carolina, and the Southeast by providing high quality programs in the areas of professional education and school counseling. The School offers programs to prepare school teachers, school counselors, literacy teachers, literacy coaches, and educational administrators.

The Citadel has been involved in the preparation of teachers since the creation of the School of Education and Psychology in 1929. In 1954, the School of Education was approved as a separate department. Master’s degree programs for teachers and Master’s degree programs for prospective counselors were authorized in 1968. Master’s degree programs for school administrators were authorized in 1970. The Educational Specialist degree in educational administration was approved in 1975, and the Educational Specialist degree in School Psychology was approved in 1980.

Prior to 1974, the South Carolina State Department of Education (SCDE) approved The Citadel’s Educator Preparation programs. In 1974, all professional education programs offered by The Citadel were initially accredited by the National Council for Accreditation of Teacher Education (NCATE). Both state-approved program status and national accreditation have been continuous since they were initially granted. The most recent SCDE, Commission on Higher Education (CHE), and NCATE/CAEP program reviews, conducted in the spring of 2013, resulted in continuing program accreditation approval. The Council for Accreditation of Counseling and Related Educational Programs (CACREP) granted accreditation in July 2005 to the School Counseling Programs which offers a Master of Education in Counselor Education.

Program Outcomes

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.

Through our initial program for teacher candidates for P-12 schools and our advanced programs for professional educators in P-20 schools, The Citadel’s Professional Educational Unit shapes cadets and graduate students into principled educational leaders capable of and committed to transforming our schools into learning communities where all succeed.

The Citadel’s Professional Educational 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; and
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.

Admission Requirements

1. Completion of the online graduate application along with the non-refundable application fee.
2. Submission of an official transcript of the baccalaureate degree and all other undergraduate or graduate work directly from each accredited college and university.
3. Applicants are expected to have a 2.75 cumulative undergraduate grade point average.

A student may be granted provisional admission status whose academic preparation is just slightly below the standard admissions requirement. Provisionally admitted students who complete 6 graduate semester hours in their first semester with a minimum of a 3.0 grade point average will be classified as a regular degree-seeking student and allowed to continue in the program.