• EHHP Home Page
• Faculty and Staff Directory
• Departments

Introduction

The College of Charleston’s mission as a state supported comprehensive institution is to provide a superior quality education in the arts and sciences, education, and business. Consistent with its heritage, the College retains a strong liberal arts undergraduate curriculum, while striving to meet the growing educational demands primarily of the Lowcountry and the state, while attracting promising students from across the region, nation, and world. The College of Charleston pays particular attention to identifying and admitting students who excel academically. Our diverse student body engages in original inquiry and creative expression in an atmosphere of intellectual freedom. In addition to offering a broad range of baccalaureate degree programs, the College of Charleston currently provides an increasing number of master’s degree programs which are compatible with the community and the state. By supporting research, the College’s faculty are an important source of knowledge and expertise for the community, state, and nation.

The School of Education is committed to “Making the Teaching – Learning Connection” (see School of Education Theme). Our mission is the development of educators and health-related professionals to lead a diverse community of learners toward an understanding of and active participation in a highly complex world. In doing so, we seek to be a community of diverse teacher leaders who ensure exemplary learning and wellness opportunities for all individuals. We believe that highly competent teachers make the teaching – learning connection through three Elements of Teacher Competency:

• Understanding and valuing the learner;
• Knowing what and how to teach and assess and how to create an environment in which learning occurs;
• Understanding ourselves as professionals.

Our shared philosophy of teaching and learning enables us to work as a unit and is embodied in a set of beliefs and values shared within the School of Education. The beliefs and values are:

• We believe that all students can learn.
• We value and respect individual differences.
• We value positive human interactions.
• We exhibit and encourage intellectual curiosity, enthusiasm about learning, and a willingness to learn new ideas.
• We are committed to inquiry, reflection, and self-assessment.
• We value collaborative and cooperative work.
• We are sensitive to community and cultural context.
• We engage in responsible and ethical practice.
• We develop professional mastery over time.

These beliefs and values shape our purpose which is further articulated in our vision and into the seven standards that guide our work (see SOE Teaching and Learning Standards). The purpose of initial certification programs (undergraduate and graduate) is to develop candidates from novice to competent level. The purpose of advanced programs is to take competent candidates and develop them toward master teachers. The beliefs and values are also translated into a set of eight dispositions (see Educator Dispositions across the Professional Lifespan) that are assessed at key points as candidates progress through the teacher education program.

Consistent with our vision of being a community of diverse teacher leaders, we draw from and introduce candidates to multiple knowledge bases and theoretical perspectives. Our knowledge bases are informed by active involvement in schools and through contributing to and staying current in the professional literature (see SOE Knowledge Base). To inform our teaching and scholarship we conduct research, review and contribute to professional literature, participate in professional organizations, work with policy makers, interact with educators, parents, and students in schools and the community, and guide our candidates through the process of becoming a teacher. We are a diverse faculty, representing widely different research interests and theoretical perspectives. We draw upon a wide range of theories, from constructivist and humanistic to cognitive learning and behaviorist. Through dialogue and an inquiry process, we use these disparate philosophical positions to challenge candidates and ourselves to determine what constitutes an effective teacher. We teach candidates to be reflective and examine these multiple perspectives in light of their own philosophy of education.

Candidate proficiencies (knowledge, skills and dispositions, expected of all candidates in the unit) are derived from the School of Education philosophy and vision, and are informed by multiple knowledge bases, consistent with commitments to honoring diversity and making intelligent use of technology, and aligned with professional, state, and unit standards. The knowledge and skills expected of initial candidates are described in the unit’s seven SOE Teaching and Learning Standards and are assessed through multiple measures that are congruent with the South Carolina teacher assessment system, Assessing, Developing and Evaluating Professional Teaching (ADEPT Overview). A set of eight dispositions parallels the unit’s beliefs and values and is assessed at multiple points in candidates’ programs. Advanced candidates’ proficiencies are also described by the Teaching and Learning Standards and are assessed in relation to standards consistent with National Board for Professional Teacher standards. Advanced candidates are assessed in relation to more advanced indicators of the eight dispositions (see Dispositions across the Professional Lifespan). The central feature of our conceptual framework is three Elements of Teacher Competency that serve as an umbrella to bring together these multiple definitions of candidate proficiencies. Through the Elements of Teacher Competency, we have identified and are able to assess individual candidates’ knowledge, skills and dispositions about the learner, about what and how to teach and assess and how to create an environment in which learning occurs, and about understanding oneself as professional, as well as aggregate this information at the program and unit levels.

Ultimately the conceptual framework is enacted in all of the professional programs and through the unit and program assessment systems. A comprehensive and coherent assessment system is visible in initial and advanced program curriculum, candidates’ coursework, field experiences, and clinical practice and advanced program capstone experiences. Candidate proficiencies outlined in the Teaching and Learning Standards and dispositions are regularly assessed (see Unit Assessment System Initial undergraduate, Unit Assessment System Initial Graduate, and Unit Assessment System Advanced). The assessment systems capture the competencies outlined in professional and state standards and our professional knowledge bases. They provide evidence of candidates’ growing knowledge and skills related to human diversity and educational and information technology. Field experiences and clinical practice strengthen connections between the unit and the P-12 schools and provide candidates an opportunity to work with the diverse students of the Charleston area and to see how technology is used in area schools; candidate performance in these field experiences and in clinical practice is assessed based on unit, state, and professional standards. The unit and program assessment systems are designed to collect data to inform candidates of their progress, improve programs and the unit, recommend faculty professional development, and shape the conceptual framework.

The conceptual framework has evolved since our first efforts to articulate a shared philosophy. This process began in 1994 when, through a convergence of several forces, attention focused on what constitutes a competent teacher. At this time NCATE accreditation became a priority in South Carolina, as we became a partner state with NCATE. The state developed the ADEPT (Assisting, Developing and Evaluating Professional Teaching) system to authentically assess professional growth and development of all South Carolina teachers. In addition, the School of Education, through considerable discussion, input from local educators, and research, reached agreement on the characteristics of the “ideal teacher” which were transformed into seven Teaching and Learning Standards that remain a critical element of our conceptual framework.

The conceptual framework continued to evolve in the five years since accreditation. Through support of a SDE grant, we linked the conceptual framework to state and professional standards and developed a unit assessment system that assesses our progress toward meeting the vision outlined in our conceptual framework (see Conceptual Framework Evolution for a more detailed description of this work). Throughout this process Arts and Sciences faculty and school personnel have contributed to this evolution.

Shared Vision

The conceptual framework was born from an inclusive effort to identify the characteristics of the “ideal teacher.” In 1994, we sent out a request to teachers and administrators in tri-county public schools to provide characteristics of the ideal teacher. The 100 plus responses helped us develop the seven Teaching and Learning Standards. Teachers also served on inquiry committees that helped broaden and deepen our collective understanding of each standard. Since the last NCATE visit, the conceptual framework has evolved in part due to input from arts and sciences faculty, school personnel, and cooperating teachers. The following groups have all shaped the current conceptual framework:

• School of Education Advisory Board
• Teacher Education Council
• Teacher Quality Coalition

In addition, the conceptual framework was influenced by school personnel, cooperating teachers, and arts and sciences faculty as we revised programs. Program changes reflecting the conceptual framework were discussed with program advisory groups, and formal college committees (e.g., Faculty Senate Curriculum Committee and Graduate Curriculum Committee) that approve program changes.

Coherence

The School of Education initial and advanced teacher education programs have been undergoing considerable revision (See Status of Program Curriculum Revisions). Coherence in curriculum, instruction, field experiences, clinical practice, and assessment is evident across all candidates’ programs. The Standards Alignment Matrix provides evidence of the coherence between standards, programs, field experiences, clinical practice and assessment. As the matrix illustrates, the Elements of Teacher Competency organize professional standards, the state teacher assessment system (ADEPT), the Teaching and Learning standards and dispositions. This alignment is evident in program curricula, field experiences, clinical practice, and advanced program capstone experiences.

The School of Education Administrative Council, Teacher Education Council, and regular meetings of the entire faculty ensure that curriculum, field experiences, and assessments are coherent and consistent with the conceptual framework. Providing centralized field and clinical placements through the Office of Certification and Clinical Practice, developing and implementing a unit assessment system and nested program assessment systems, requiring a common syllabus format that embeds the conceptual framework, and working collaboratively on rubrics based on the conceptual framework are all evidence of how the unit provides coherence.

Professional Commitments and Dispositions

As our theme, Making the Teaching and Learning Connection, demonstrates, we highly value learning: our own learning, candidate learning, and, foremost, student learning. The initial and advanced teacher education programs focus heavily on ensuring that candidates have the knowledge, teaching competence, and dispositions to have a positive impact on ALL students’ learning. This commitment is summarized in the Elements of Teacher Competency and spelled out in the seven Teaching and Learning Standards. Professional commitments have driven programs’ curriculum revisions, the design of our assessment system, and the development of a set of dispositions. Each program has revised curriculum to ensure that candidates meet unit, state, and professional standards. Their ability to do so is demonstrated in Standard 1.

Dispositions are a key component of the third Element of Teacher Competency: Understanding self as a professional. The dispositions are:

• Belief that all students can learn.
• Value and respect individual differences.
• Value positive human interactions.
• Intellectual curiosity, enthusiasm about learning, and a willingness to learn new ideas.
• Commitment to inquiry, reflection, and self-assessment.
• Value collaborative and cooperative work.
• Sensitivity to community and cultural context.
• Responsible and ethical practice.

This set of dispositions was created in tandem with the conceptual framework and the unit assessment system, balancing what we value in effective teachers with what is measurable (see Dispositions). The dispositions have been translated into clearly delineated behaviors for candidates. With a set of well articulated, measurable dispositions and standards, candidates are well aware of what we believe effective teachers should value, know, and be able to do to ensure that all students learn.

Just as knowledge and skills develop over time, we believe that dispositions of effective teachers also develop through coursework and discussions, readings, and experience in schools. The developmental nature of dispositions is captured in our unit assessment system (see Educator Dispositions across the Professional Life Span). For our initial certification programs, benchmarks of candidate dispositions at the novice level are assessed upon admission to professional programs (see UG Disposition Assess UAP1 and MAT Disposition Assess UAP1). This set of dispositions represents the potential to be an effective teacher of all students and a contributing member of the profession. Dispositions representing developing competency are assessed prior to admission to clinical practice. At this point we anticipate that candidates have a clearer understanding of what is involved in teaching in highly complex, diverse school settings. Finally, candidates completing clinical practice are assessed on a set of disposition benchmarks representing the beliefs and values of competent teachers. Candidates entering M.Ed. programs are expected to hold dispositions of competent teachers and will progress to the level of emerging master through their coursework and field experiences. Their dispositions are assessed at admission to M.Ed. programs and prior to completion of the programs.

Commitment to Diversity

Our commitment to diversity is threaded through the conceptual framework and guides course content, field placements, clinical practice, and candidate assessment. A commitment to learning for ALL students is an important strand in each of the Elements of Teacher Competency. In order to understand and value the learner, candidates must be aware of the multiple ways in which diversity is manifested and value and build on these differences. In order to know what and how to teach and assess and how to create an environment in which learning occurs, candidates must be able to identify and use multicultural materials, use multiple teaching and assessment strategies, and establish an equitable and inclusive learning environment that encourages and fosters expression of multiple perspectives and ideas. In order to understand themselves as professionals, candidates must embody all of the beliefs and values that are reflected in the dispositions identified by the School of Education.

The School of Education ensures that candidates develop and are assessed on knowledge, skills, and dispositions related to diversity in all courses and field and clinical practice experiences. Knowledge and skills are developed and assessed in courses throughout all programs (see Standard 4: Developing Awareness of Diversity and Adaptations for Diverse Learners). We assess candidates’ development of dispositions related to diversity at multiple points as they progress through programs. Faculty and others in the professional community have multiple opportunities to assess candidates on their belief that all students can learn, their respect and valuing of individual differences, their valuing of positive human interactions, and their sensitivity to community and cultural context (see Statement of Dispositions).

Our commitment to diversity extends to our efforts to attract and retain a diverse faculty and candidate population. The College of Charleston is committed to providing all students an opportunity to interact with a diverse faculty and student body (see Standard 4 for evidence of our commitment to a diverse faculty and student body).

Commitment to Technology

Our commitment to the use of instructional technology is threaded through the conceptual framework and is reflected in course content, field placement assignments, clinical practice, and candidate assessment. During coursework candidates learn about the relationship between learners and technology. For example, candidates develop understandings ranging from how to use assistive technology for learners with special needs to the role of technology in students’ lives. Candidates know how and when to use educational and informational technology as an instructional and data management tool. They also know how to make intelligent use of content made available on the World Wide Web. As professionals, candidates learn how technology helps them track student progress, communicate with parents, students, and the community, and stay involved in the profession.

Candidate performance in relation to technology is assessed upon admission to the teacher preparation programs (see Undergraduate Technology Audit and Advanced Technology Self-Audit). All candidates admitted to the teacher education program enter with required competency. Candidates’ knowledge and skills develop further as they are required to successfully complete at least one course in educational technology. Proficient use of technology is required for successful completion of the programs. Candidates become increasingly comfortable using technology as they communicate with faculty and peers through Web CT, build an electronic portfolio using LiveText, learn to use and maintain databases, make presentations using PowerPoint, and use technology available in public school classrooms.

Candidate Proficiencies Aligned with Professional and State Standards

As described in the overview of the conceptual framework, the School of Education vision is closely aligned with knowledge, skills, and dispositions presented in professional and state standards. This has been true throughout the evolution of our conceptual framework. The INTASC standards reside at the heart of the School of Education Teaching and Learning Standards, and input from teachers and administrators in area schools helped ensure that our candidates are well versed in the South Carolina Content and Process Standards (P-12 standards). Revisions made or underway in M.Ed. programs are aligned with National Board for Professional Teaching Standards core propositions. This alignment was further developed as programs revised curriculum in light of professional program standards. This work made it clear that the Elements of Teacher Competency are an effective umbrella for the unit’s Teaching and Learning Standards, the professional program standards, and state standards. The Standards Alignment Matrix demonstrates how each program is aligned with the Elements of Teacher Competency, the School of Education Teaching and Learning Standards, South Carolina’s ADEPT professional dimensions, and professional program standards.

As described in Standard 2, the School of Education outcomes, defined at the unit level through the Elements of Teacher Competency and Teaching and Learning Standards, define the unit assessment system, program assessment systems, and rubrics used to assess candidate progress on portfolios, course assignments, and capstone experiences (see Unit Assessment System-All and Unit Portfolio Assessment). Performance in field and clinical practice experiences is assessed using state teacher performance standards (see ADEPT PDs) that are also aligned with the School of Education stated outcomes (see Standards Alignment Matrix).

• Back to IR Table of Contents