PACE - LCSC Education Division - Lewis-Clark State College

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introduced to other faculty and building personnel. Activities, such as faculty meetings, P.T.A.functions, parent conferences and in-service events can be scheduled into the intern’s calendar.Approaching the internship experience as a team-teaching effort is suggested for inducting theintern into the life of the classroom. This provides a less stressful transition for the OSTE, theintern, and their students. Interns are meant to be an asset to their on-site teacher educators.Students should benefit from the presence of two adults in the classroom. The intern, forexample, can free the OSTE to work with smaller groups or to give more attention to individualswho need special help. Interns can tutor students, grade and record assignments, help developinstructional materials, mirror teach, team teach, or provide instruction for small and largegroups.As with induction into the classroom, planning should begin as a cooperative venture. Initially,the OSTE will share instructional plans with the intern, pointing out the sequences of instructionand explaining routines of each day and week. The intern will teach more often as the internshipprogresses. Interns need to be team members who know how to follow and how to lead whenasked. They need to feel comfortable questioning their OSTE about why they do certain things,but interns also need to understand that they are the novices. It is entirely inappropriate for anintern to challenge the authority, experience, or expertise of an OSTE. Interns should alwaysdiscuss their plans well in advance with their OSTEs and should react positively to thesuggestions and advice they receive. They need to follow the directions given them by theirOSTEs. The OSTE has a right to expect detailed lesson planning from interns. All plans shouldbe submitted to their OSTEs at least one day in advance of teaching.Responsibilities of the On-Site Teacher Educator During the Second SemesterOn-site teacher educators are most helpful to the intern when they accomplish the followingduring the second semester.Schedule a regular time to talk with the intern to discuss weekly and daily activities.Maintain a current calendar that shows what different units or activities are scheduled andwhen and what units or activities the intern is expected to plan, develop, deliver, and assess.If there is one subject preparation, formulate a schedule that permits the interns to assumeprimary leadership for teaching for eight weeks during the semester. If there is more thanone subject preparation, formulate a schedule that permits the intern to assume primaryleadership for teaching four weeks for each preparation.Permit the intern to work as a team member sharing and participating in the instructionalactivities. In addition to their work grading and filing, interns can tutor individual studentsand work with small groups. Interns can mirror teach or team-teach. After several weeks,on-site teacher educators will begin to leave the room or area for short periods and eventuallyfor longer periods in order for the intern to gain confidence in her/his ability to manage thestudents.Formally evaluate in writing at least four to six lessons taught by the intern and scheduleevaluation conferences to discuss each lesson. Make sure that the intern has thoroughly26
discussed the lesson(s) they plan to teach in detail in advance and that for each day s/heteaches a correct lesson plan is provided.Complete a Mid Term Internship II Evaluation and a Final Semester Internship II Evaluationof the intern.Participate in an Exit Interview with the intern, college supervisor, and one other member ofthe Elementary Education Instructional Team.Maintain open communication channels with the college supervisor.Sample Plan for Internship IThe following represents an ideal situation, but there is flexibility in the PACEElementary Teacher Education Program to accommodate the particular needs ofcandidates with the approval of the PACE Coordinator.Internship I occurs during Summer II. All interns will be working at a school in theClarkston School District, The Post Falls School District or Lake Pend O’Reille SchoolDistrict. Interns will be teaching every morning throughout the Summer Term. At leastone college faculty member and one onsite-teacher educator will be monitoring internprogress. Lessons will be developed, taught, and assessed based on school district andstate standards. College faculty will be helping students use best practice techniques asthey instruct the interns on various instructional strategies and meaningful teachingmethods in afternoon sessions.27
Page 1 and 2: PACEPathways for Accelerated Certif
Page 3 and 4: The Intern ........................
Page 5 and 6: GENERAL INFORMATIONPURPOSE OF THE H
Page 7 and 8: SECTION 1 - THE PACE ELEMENTARYTEAC
Page 9 and 10: Transcript evaluation cannot be com
Page 11 and 12: Completion of courses associated wi
Page 13 and 14: Pre-Professional FoundationsED 214
Page 15 and 16: ChallengingChallenging a course inv
Page 17 and 18: Please Note: Before You Start Inter
Page 19 and 20: the intern and make suggestions. If
Page 21 and 22: 10. Compile evidence using the Comp
Page 23 and 24: Professionalism: Etiquette and Ethi
Page 25: They are willing to share informati
Page 29 and 30: • The OSTE should observe the int
Page 31 and 32: Week 2The intern assists in plannin
Page 33 and 34: The PrincipalOrientating the Intern
Page 35 and 36: Instructions for The Printed or Ele
Page 37 and 38: A second reminder: A final copy of
Page 39 and 40: Possible Examples of Exit Interview
Page 41: Elementary Teacher Education Intern
Page 44 and 45: SECTION 6 - REFERENCE SECTIONOf Pot
Page 46 and 47: Prior to the intern teaching her/hi
Page 48 and 49: Individual students may be studied
Page 50 and 51: imitate the teaching style of their
Page 52 and 53: 1. A completed “Application for a
Page 54 and 55: Principles and Standards for the LC
Page 56 and 57: 3. The culturally responsive educat
Page 58 and 59: Exhibiting Appropriate Conduct as a
Page 60 and 61: Key AttributeThe teacher is knowled
Page 62 and 63: • Provides opportunity for studen
Page 64 and 65: • The teacher understands how stu
Page 66 and 67: • The teacher develops a variety
Page 68 and 69: • The teacher models effective co
Page 70 and 71: • The teacher evaluates the effec
Page 72 and 73: CODE OF ETHICS FOR IDAHO PROFESSION
Page 74 and 75: CODE OF ETHICSFOR IDAHO PROFESSIONA
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Principle VII. A professional educa
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Conditional Certificate. Allows an
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List of Praxis II Exams and Qualify
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Psychology 6-12 Psychology 0390 2 6
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Tuition and Fee InformationPACE is
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Sources of Help and InformationEduc
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Instructional Design:The Lesson Pla
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**Instructional activities example:
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Content Standards and ELD (as appro
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Instructional Strategies and Learni
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Materials• What materials will yo
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THE LESSON DESIGNTopics To Be Consi
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IV.Learning Objective(s)/Outcome(s)
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C. References/Bibliography & Resour
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Please Note: A New Electronic Teach
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EVALUATION OF THE EXIT INTERVIEWTea
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OSTE:LCSC Education Program Assessm
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6. The mentor’s ability to make c
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5. What do you consider to be the w
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PACE - LCSC Education Division - Lewis-Clark State College

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