PACE - LCSC Education Division - Lewis-Clark State College

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imitate the teaching style of their on-site teacher educator; however, eventually personalpreferences for practices and procedures will emerge. Interns set very high standards for theirinstruction and become discouraged when their attempts are not successful. Gradualimprovement and analysis of instruction are the goals here, not expertise. As inferred byMcIntyre (cited in Encyclopedia of Educational Research, 5 th edition), interns do not becomegood teachers by merely teaching. While acquiring teaching skills, interns must haveopportunities to develop personal perspectives on teaching without becoming replicas of theiron-site teacher educators. They must step back from their teaching and analyze its effectiveness;otherwise they become technicians, unconsciously imitating other’s teaching behaviors.Interns should not leave the methods and strategies they learned in their PACEcourses at the school house door. Interns need to make a conscious effort to apply whatthey have been taught. Some methods and strategies may be new to on-site teachereducators, and they will be curious to see what their interns are doing.EvaluationInformal evaluations should be continuous and specific. If growth is to take place, interns needto know their strengths and weaknesses. Formal evaluation occurs near the end of Internship Iand mid-way through and near the end of Internship II. The interns’ on-site teacher educators andtheir college supervisors complete the forms used for evaluations. The completed evaluationforms serve as the basis for a conference between interns, their on-site teacher educators, andtheir college supervisors. These forms are then placed in the interns’ Education Division files.First semester interns receive a letter grade and second semester interns are graded on a Pass/Failbasis.50
AppendicesEstablishing A Credential FileInterns should meet with a Career Development Services Professional during their internshipexperience. At that time, strategies for a successful job search will be explained includingcredential files, resume writing, and interviewing. A Credential File (sometimes called PlacementFile or Reference File) is a file maintained by Career Development Services that contains lettersof recommendation from interns’ college supervisors, on-site teacher educators, faculty, formeremployers, and other relevant references. At the intern’s written request, the file can be copiedand provided to potential employers or graduate/professional schools.The file contains a Candidate Information Form completed and updated by the intern. This formprovides LCSC (and potential employers/graduate schools) with current information about theintern and their references. It also contains recommendations. Interns are allowed up to five atany one time. Note: Transcripts and resumes are not part of the Credential File. Manyemployers (& virtually all school districts) require a file containing current reference letters aspart of the application process. This is a convenient manner by which to submit letters withouthaving to ask references to write new recommendations for every application. Files can be sent toany bona fide employer as part of the employment application process and may also be used inapplying for admission to graduate school. For more process and policy details regardingcredential files at Lewis-Clark State College, please visit the following web address:http://www.lcsc.edu/cds/jsearch.htmIdaho Teacher CertificationInterns who satisfactorily complete a Teacher Education Program at Lewis-Clark State Collegeare eligible to apply for one of the following State of Idaho teaching certificates: (1) StandardElementary K-8; (2) Standard Secondary 6-12, and/or (3) Exceptional Child K-12. K-12teaching field endorsements such as Physical Education can be added to these standardcertificates. These certificates are issued by the State of Idaho Department of Education and arerecognized in 34 member states of the Interstate Certification Compact. Teacher certificationrequirements vary among all states and applicants should address any questions concerningteacher certification requirements to state teacher certification agencies.Application for teacher certification is the sole responsibility of the graduate. Idaho certificationprocedures and forms will be provided following internship. To obtain an official LCSCInstitutional Recommendation for the State of Idaho indicating completion of an approvedTeacher Education Program, the applicant must submit the following to the LCSC EducationDivision after all requirements/courses are completed:51
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 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 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
Page 80 and 81: List of Praxis II Exams and Qualify
Page 82 and 83: Psychology 6-12 Psychology 0390 2 6
Page 84 and 85: Tuition and Fee InformationPACE is
Page 86 and 87: Sources of Help and InformationEduc
Page 88 and 89: Instructional Design:The Lesson Pla
Page 90 and 91: **Instructional activities example:
Page 92 and 93: Content Standards and ELD (as appro
Page 94 and 95: Instructional Strategies and Learni
Page 96 and 97: Materials• What materials will yo
Page 98 and 99: THE LESSON DESIGNTopics To Be Consi
Page 100 and 101:
IV.Learning Objective(s)/Outcome(s)
Page 102 and 103:
C. References/Bibliography & Resour
Page 104 and 105:
Please Note: A New Electronic Teach
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Page 112 and 113:
EVALUATION OF THE EXIT INTERVIEWTea
Page 114 and 115:
OSTE:LCSC Education Program Assessm
Page 116 and 117:
6. The mentor’s ability to make c
Page 118:
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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