Location: H. C. Wingo Hall Suite 201
Dr. Norma W. Harper, Dean of the School of Education
Dr. Gertrude M. Morris, Director of Graduate Studies in Education
Mrs. Brenda Marques, Director of Field Services and Assessment
Mrs. Marsha Humphreys, Director of Teaching Fellows Program
Ms. Mary Antley, Executive Administrative Assistant to the Dean, the Director of Undergraduate Studies in Education, and the Director of Graduate Studies in Education
Professional Program in Teacher Education Faculty
Dr. Patricia Bower, Professor
Dr. Donald Clerico, Professor
Mrs. Christine Frazier, Assistant Professor
Dr. Marie K. Griffin, Associate Professor
Dr. Patricia Hambrick, Professor
Dr. Norma W. Harper, Associate Professor
Dr. Linda Karges-Bone, Professor
Dr. Gertrude M. Morris, Assistant Professor
Dr. Cynthia M. Putman, Assistant Professor
Purpose and Program Standards
The primary purpose of the Professional Program in Teacher Education in the School of Education is the preparation of highly-skilled educators for early childhood, elementary, and secondary school instruction. The Preparing Competent, Caring Educators Committed to Student Success model serves to define the Professional Program in Teacher Education.
The School of Education at Charleston Southern University operates within a unified conceptual framework - Competent, Caring and Committed Educator - that guides all our undergraduate and graduate programs, syllabi, teaching, service, scholarship, assessment, and unit accountability. Collaboratively developed both institutionally and within the School of Education’s greater educational community, the framework constitutes what we believe to be a highly qualified professional who will contribute positively and productively to programs and practices that are in the best interest of students and the broader community. Three major standards across all programs comprise the conceptual framework and support the unit’s programs and actions. These standards assessed by specific performance indicators are aligned to the standards of professional organizations (INTASC, NCATE, NBPTS, ELCC); state and national curriculum standards, South Carolina assessment standards (ADEPT & ADEPP); and the Unit’s vision, aim, mission, and philosophy as outlined in the CSU School of Education Student Handbook. The School of Education at Charleston Southern University is also nationally accredited by the National Council for Accreditation of Teacher Education (NCATE).
Listed below are the standards and performance indicators for the Undergraduate Education Programs.
Standards and Evidence Indicators/Objectives for Undergraduate Education Programs
- The Competent educator demonstrates the knowledge, skills, and dispositions to create and manage supportive learning environments that result in expected student achievement. To this end, the candidate:
- Demonstrates an understanding of the concepts, tools of inquiry and structures of the content area of specialization and the application of pedagogical content knowledge.
- Demonstrates an understanding of professional knowledge and general pedagogical principles inherent in effective teaching and/or leading.
- Understands how students learn and develop and is able to provide learning opportunities that foster optimal development across all domains.
- Understands how students differ and demonstrates the ability to provide learning opportunities adapted to diverse learning needs resulting in increased student learning.
- Uses formal and informal assessment strategies appropriate to the learning outcomes to inform choices about student progress and adjust instruction to ensure the continuous development of the learner.
- Uses multiple teaching strategies and methods of inquiry that are central to the discipline/content area and to encourage students in critical thinking and problem solving.
- Uses an understanding of individual and group motivation to create a learning environment that encourages positive social interaction, engagement in learning and self-motivation.
- Uses effective verbal and nonverbal communication, media and other strategies to facilitate active inquiry and cooperative interactions in the classroom.
- Integrates the planning, instruction management and assessment of students using technology, methods, and strategies that align curriculum to instruction and assessment and result in increased student learning.
- The caring and reflective educator relates effectively and sensitively to the diverse needs of learners and creates a positive and productive learning environment through ongoing inquiry and reflection. To this end, the candidate:
- Possesses knowledge of self and the disposition to participate in reflective practice.
- Uses knowledge of different cultural contexts within the community (socioeconomic, ethnic, and cultural) to create a learning environment that respects individual differences.
- Assesses the effects of classroom activities on individuals and groups through observation, communication and reflection on teaching/managing strategies.
- Communicates effectively and sensitively in collaborative working relationships with students, parents, colleagues, agencies and members of the community to promote student success.
- The committed educator pursues learning experiences individually and collaboratively thereby demonstrating a true commitment to the profession and to seeking the best educational practices for ensuring success for all students. To this end, the candidate:
- Articulates an educational platform grounded in an ethical belief system and further understands the cultural, social and political contexts of schools and school systems.
- Assumes responsibility for student learning relating sensitively to the diverse needs of all learners, indicating high expectations for their success.
- Seeks professional growth experiences based on systematic inquiry and a continual assessment of personal and professional knowledge, skills and dispositions.
- Holds high standards for personal performance and is an active participant in the continual improvement of education through collaborative efforts and shared decision-making based on best practices and research.
Upon completion of the program, competent, caring, and committed individuals will possess the knowledge, performance behaviors, and attitudes to meet the ever-changing social, emotional, and academic needs of diverse children and youth. The program offers educational experiences, which will allow future teachers to exhibit confidence and effectiveness as teachers in the classroom. It is also the intention of the program to foster leadership and responsibility in students as they begin to see themselves as members of the larger educational community.
Further, with a sound foundation in values and ethics, graduates will have the skills to view the diversity of the world and realize the need for tolerance and understanding. An underlying goal of the program is for its graduates to realize that learning is a lifelong commitment and that the continuous acquisition of content knowledge and constant upgrading of effective teaching methods are imperative for excellence in teaching. Once these students have become practitioners, the program offers them advanced study in elementary and secondary education and advanced certification in elementary and secondary educational administration. Descriptions of the advanced programs are available in the Graduate Catalog, 2009-2010, of Charleston Southern University.
The School of Education offers undergraduate majors in Early Childhood Education (PreK-3), Elementary Education (2-6), Music Education (PreK-12) and Physical Education (PreK-12), English Education (9-12), Mathematics Education (9-12) and Social Studies Education (9-12). All of these programs, which lead toward South Carolina certification, are outlined in the TEACHER EDUCATION PROGRAMS section.
Candidates who have prior criminal convictions may be ineligible for licensure. Such individuals should contact the Dean and, if needed, the Office of Teacher Education, Certification and Evaluation of the South Carolina Department of Education before beginning coursework in teacher education to ascertain if they will be eligible for a teaching certificate.
Professional Dispositions are an integral part of the teacher education program at Charleston Southern University. All education students are expected to exhibit appropriate dispositions in and out of the classroom. To this end, the School of Education maintains the following general process concerning dispositions.
- A student violates one or more of the dispositions.
- A faculty member or members writes one or more disposition forms on the student.
- The faculty member(s), the student and, if appropriate, a faculty member serving as a witness meet to discuss the dispositional issue(s). All disposition forms are signed by the parties involved.
- The student completes the required action plan.
The policy on dispositions is as follows:
One disposition form counts as one violation. After three violations (forms), the dean will inform the student that he or she cannot progress in the program. The candidate may appeal to the Teacher Education Committee (TEC). The TEC decision is final. The School of Education will follow all stated university policies regarding student behavior and academic policy in all instances. Any single severe dispositional violation will result in immediate action by the dean, Teacher Education Committee, and/or other appropriate university agents. This may include immediate dismissal from the education program.
Please refer to the Student Handbook and the SOE website for a copy of the dispositions form.
The School of Education adheres to the following grading scale for all EDUC courses:
School of Education Transfer Policy
The Charleston Southern University (CSU) Transfer Policy holds. In addition, there are specific transfer policies effective in the School of Education (SOE). SOE policies are as follows:
1) Only courses newer than seven years old may be eligible for transfer.
2) EDUC 201 Principles and Philosophy of Education may be transferred from an NCATE-accredited institution. The syllabus must indicate the transfer course is similar in content, rigor and field experience. A “B” or better must have been earned for the course to transfer to CSU, and the student must have a GPA of 2.0 or higher.
3) EDUC 313 Introduction to Human Growth and Development may be transferred from an NCATE-accredited institution. The syllabus must indicate the transfer course is similar in content and rigor. A “B” or better must have been earned for the course to transfer to CSU, and the student must have a GPA of 2.0 or higher.
4) EDUC 201 and EDUC 313 are the only education courses potentially eligible for transfer to CSU.
5) Elementary and/or Early Childhood majors are required to take three standards-based core science courses (BIOL 149 with a lab, GEOL 100 with a lab, CHEM 111 with a lab OR PHYS 111 with a lab). A student may earn a substitution for one of the science courses. The science course the student substitutes must be of appropriate content and rigor including lab. After a student is enrolled in CSU, he or she cannot take a science course at another institution and substitute the course for one of the three core science courses.
Undergraduate Teacher Education Program
Benchmark 1: Admission to the Professional Program in Teacher Education
- Complete Declaration of Intent to Seek Certification Form in EDUC 201
- Complete EDUC 201 with a “C” or better
- Complete an application for admission to the School of Education
- Pass PRAXIS I. Candidates who score 24 on ACT, or 1100 on SAT which was taken prior to March 2005, or 1650 on SAT taken since March 2005 do not have to take the PRAXIS I in order to enter the School of Education.
- Complete key professional foundation courses (ENGL 111 , ENGL 112 , core math, EDUC 300 , EDUC 313 ) with a grade of “C” or better.
- Minimum overall GPA of 2.5
- Complete a minimum of 60 hours of coursework
- Submit two recommendation forms from faculty outside of Teacher Education
- Approval by the Teacher Education Committee including Dispositions
The School of Education and its candidates use an electronic data management system to monitor progress and to make course and program improvements. Students use electronic assignments and projects, monitor their progress and develop personal portfolios. The School of Education requires all teacher preparation students to purchase an individual student account for the duration of their progression through their individual teacher preparation programs.
The Dean of Education notifies applicants and their advisor(s) in writing of the action of the Teacher Education Committee. The Student Handbook of the School of Education provides a detailed description of the required criteria and procedures regarding application to the program. A candidate must be admitted to the Teacher Education Program before enrolling in courses in the professional program.
All programs in Teacher Education follow a specifically designed sequence of courses with sequential and incremental experiences. Education majors must work closely with their advisor(s). Each year students are required to update their program of study with any changes to their particular program. Programs of Study outlining required courses and requirements are available for each major in the School of Education Office, Wingo Hall 201.
Professional Foundations: In the first and second years, students will take courses of study designated Professional Foundations along with the Liberal Arts Core. A Professional Foundations course, in which the student receives a grade below “C,” must be repeated before the student may advance further in the Education Program.
Professional Program: After receiving Admission to the Professional Program, students may enroll in professional studies coursework. Students should work with their advisors in order to enroll in the appropriate courses at this level.
Throughout the education program, coursework includes a series of specialized field experiences. The number of hours for these experiences or practicum’s are found in the course descriptions of the catalog. Students will be placed in public school sites with specific instructional assignments pertinent to their grade-level emphasis or content-area specialty. Transportation to and from these school sites is the responsibility of the student. A course, in which the student receives a grade below “C,” must be repeated before the student may advance further in the Professional Program. The culminating experience is the sixty-day clinical practice.
Benchmark 2: Program Progression in the Teacher Education Program
- Complete field experiences with Pass/Fail criterion in diverse settings
- Complete all Professional Foundation and Professional Studies coursework with a “C” or better and (only for Secondary/PK-12) Specialized Studies with a “C” or better
- Maintain an overall GPA of 2.5 and for Secondary/PK-12 programs a GPA of 2.5 in Specialized Studies
- Continued approval by the Teacher Education Committee including Dispositions
Benchmark 3: Admission to Clinical Practice
- Complete application for Clinical Practice
- Obtain FBI/SLED clearance prior to Clinical Practice
- Take all state-required PRAXIS II exams including Subject/Specialty exams and Principles of Learning and Teaching exams.
- Minimum overall GPA of 2.5 and for Secondary/PK-12 programs a GPA of 2.5 in Specialized Studies
- Approval by the Teacher Education Committee including Dispositions
- Obtain formal admission to Clinical Practice
Results of PRAXIS II tests should be sent directly to the South Carolina Department of Education and Charleston Southern University School of Education.
Once the application has been received and all criteria are met, the student’s file will be reviewed by the Dean of Education and submitted with a recommendation to the Teacher Education Committee for review and action. The Dean of Education notifies applicants and their advisor(s) in writing of the action of the committee. The Guidelines for Clinical Practice Handbook of the School of Education provides a detailed description of the required criteria and procedures regarding application and the expectations for successful completion of the Clinical Practice.
Adherence to the professional duties and responsibilities established for the faculty of the cooperating school where the Clinical Practice is undertaken. Consequently, the principal at the cooperating school retains the prerogative of dismissal when warranted. Satisfactory completion of a minimum of sixty (60) full working days of clinical practice is required. Candidates observe the academic calendar of the school to which they are assigned. Satisfactory attendance at scheduled seminars is required. A schedule for these seminars will be furnished prior to the Clinical Practice. Demonstrated competency in the ten performance standards identified by the state-mandated ADEPT performance evaluation instrument as determined by evaluations completed by the cooperating teacher and the university supervisor.
Each candidate completing the requirements listed above will be scheduled for a final exit interview with the university supervisor to insure that all requirements have been satisfied.
Benchmark 4: Program Completion
- Minimum overall GPA of 2.5 and for Secondary/PK-12 programs a GPA of 2.5 in Specialized Studies
- Demonstrate at least 80% competency in each domain of the final ADEPT with no “Needs Improvement” in Clinical Practice
- Pass all state-required PRAXIS II exams including Subject/Specialty exams and Principles of Learning and Teaching exams.
- Complete degree requirements for University
A program completer is defined as a candidate who successfully completes an approved program and passes the required licensing examinations. Failure to satisfactorily complete School of Education and university requirements and activities described by the faculty may prevent recommendation for certification. No student can graduate with an education degree until all degree requirements have been met including the passing of all required PRAXIS II exams.
For candidates seeking certification in states other than South Carolina, it is strongly recommended that they obtain a South Carolina teaching certificate first. Many states have reciprocal agreements with South Carolina that allow individuals who hold a South Carolina teaching certificate to receive initial certification in those states.