PACE - LCSC Education Division - Lewis-Clark State College

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Weeks 3 – 4The intern and on-site teacher educator(s) should form a teaching team. Team teaching is encouraged and ischaracterized by cooperative planning, mutual support when the team members are together, shared supervision ofstudents, shared presentation, discussion, coaching, and monitoring of student work, and cooperative evaluation ofthe effectiveness of classroom instruction upon student learning. Students should benefit from the presence of bothOSTE and intern in the classroom. Interns should observe their on-site teacher educator present lessons and then theintern should mirror teach the lessons to another class.Weeks 5 – 13Interns should be given responsibility to be the lead teacher in several classes. This means that the intern takesresponsibility to plan instruction; prepare materials including study guides, handouts, quizzes and exams; gatherresources; and deliver and assess instruction assisted by the on-site teacher educator. If the intern has a singlesubject preparation, the intern should be given responsibility for all the classes for eight weeks. If the intern hasseveral different subject preparations, the intern can begin with one or two classes and then add the remainingclasses after one or two weeks. When there are multiple subject preparations, the intern should be allowed to havethe responsibility of lead teacher for two to three weeks in each preparation. In addition, the intern will participatein all school activities and meetings that the on-site teacher educator must attend. The intern may assist inextracurricular activities as well. Team teaching should continue.Weeks 14 – 16While team-teaching for the benefit of students is a major objective of the internship, the intern should beallowed some time as the sole instructor in the classroom during the final phase of the experience. Inmost situations, the goal is two weeks as the sole teacher in the environment. After the solo experience,you will return and team-teaching will continue. You will begin to take on the responsibilities for planning,delivering, and assessing in the classroom. The intern will evaluate both you and the college supervisor,and submit her/his portfolio for examination. During the final weeks of the experience, as you resumeresponsibility, the intern may wish to observe in other classroomsAssessmentDuring the entire experience you will give the intern continuous informal oral and written feedback, andwill complete four or more formal lesson evaluations during the semester. The intern will complete at leasttwo standards based self-evaluations during the semester. Please complete two standards basedevaluations also during the semester, one half way through the semester and one at the end of theinternship. S/he will continue to keep a journal and develop his/her portfolio. An exit conference will bescheduled during the final weeks of the semester, which will conclude her/his internship experience. It isexpected that you will participate in the exit interview.Week 1Sample Plan for a Special Education InternSpecial education internship is a seven to eight week field experience.Familiarization with the school and room - Together, you and the intern will put together a tentativeschedule. S/he will observe lessons being taught, read the Individualized Education Plan (IEP) of eachstudent, and learn names. S/he will begin working with students individually or in small groups usingmaterials prepared by you. The intern will meet with the college supervisor, explore any individualobjectives specific to the particular intern.30
Week 2The intern assists in planning work for individual students in compliance with IEP, and works withindividual students.Week 3Drawing from IEP information, the intern will assist in planning work for all students who come to theResource Room. S/he will visit regular classrooms to observe studentsʼ functioning in that setting. Theintern will make note of any suggestions for helping the regular classroom teacher, and share thosesuggestions with the on-site special education teacher educator before discussing them with the regularteacher.Weeks 4 - 5The intern will be involved in planning and teaching lessons for all students. S/he will sit in on any parentconferences possible, and will sit in on building referral meetings as appropriate. S/he will plan specialremedial games or activities to meet needs of individual students and discuss her/his ideas with the onsitespecial education teacher educator before implementing them.Week 6The Intern will continue planning lessons and teaching as many of the students as possible, individually orin groups. Plan evaluation procedures with the on-site special education teacher educator to determineintern teaching effectiveness of methods being used. Assume total program responsibility with on-sitespecial education teacher educator as observer, or with the on-site special education teacher educatorcarrying out individual plans designed by the intern. The intern may be left alone for significant periods oftime. The intern is to be in firm control of lessons and classroom behavior.Weeks 7 – 8The intern will begin to return responsibilities to on-site special education teacher educator.HonorariumOSTEs receive an honorarium for Internship II as a token of appreciation for their assistance tothe intern. In order to process the honorarium, the OSTE needs to have a W-9 form on file withthe Education Division.Critique, Advise, SupportThe College SupervisorsCollege supervisors are faculty members of the Lewis-Clark State College’s Division ofEducation. In some cases, the Education Division will contract with qualified individuals tosupervise interns at distant internship sites. College supervisors objectively critique theperformance of interns, advise them on strategies and tactics that will help them attain theElementary Teacher Education Program standards, and support them in their developmenttoward becoming highly capable professional educators.31
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 and 26: They are willing to share informati
Page 27 and 28: discussed the lesson(s) they plan t
Page 29: • The OSTE should observe the int
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
Page 76 and 77: Principle VII. A professional educa
Page 78 and 79: 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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