PACE - LCSC Education Division - Lewis-Clark State College

• The teacher knows how to help people work productively and cooperatively with each other incomplex social settings and values the role of students in promoting each other's learning andrecognizes the importance of peer relationships in establishing a climate of learning. (K, S, D)• The teacher understands the principles of effective classroom management to promote positiverelationships, cooperation, and purposeful learning in the classroom as part of best practices foreffective instruction. (K, S, D)• The teacher understands basic technology operations and concepts.• The teacher knows how to enhance learning through the use of a wide variety of materials, humanresources, and technology. (K, S)• The teacher recognizes the value of intrinsic motivation to students' life-long growth and learning.(D, K)3. The teacher understands how students differ in their approaches to learning and how instructional opportunitiesare adapted to diverse learners.• The teacher knows about areas of exceptionality in learning--including learning disabilities, visualand perceptual difficulties, and special physical or mental challenges. (K)• The teacher appreciates individual variation within each domain of development.(K, D)• The teacher respects the diverse talents of students. (D)THE CULTURALLY RESPONSIVE EDUCATORThe Principle: The successful teacher candidate is one who understands and embraces the ideals of culturalconsciousness, equity and human dignity, and social justice while striving to create learning environments that grantvoice and authenticity to the beliefs, opinions and experiences of students from diverse experiences. The teachercandidate values differences and challenges all forms of prejudice and discrimination in schools and society whilepromoting democratic concepts of social justice (a purposeful and interactive process whereby members of acommunity demonstrate concern for the equality and human dignity of all).Key Attributes: The teacher candidate is knowledgeable of how culture and diverse experience impact studentlearning and behavior, family and community dynamics, and the mission of social justice. The culturally responsiveeducator (candidate) understands and embraces this mission while seeking to become more culturally conscious inmeeting the needs of all students.1: The culturally responsive educator is aware of and understands his/her own bias and prejudices. He/She isactively engaged in personal examination to confront her/his limitations and transform himself/herself in the interestof social justice within her/his classroom, school and community.Related Competencies--The teacher candidate consistently:• Demonstrates a willingness to actively engage in reflective self-examination and discovery of his/her ownareas of bias, prejudice and limited knowledge with regard to people and groups of differing backgrounds.(S, D)• Acknowledges that social justice and democratic ideals are often times overwhelmed by prejudice anddiscriminatory practices in schools and accepts his/her role as a social change agent. (K, S, D)• Actively seeks out opportunities to move beyond cultural tolerance to culturally consciousness andunderstands the value of becoming a cultural broker or resource for students. (K, S, D)61