PACE - LCSC Education Division - Lewis-Clark State College

More documents

Recommendations

Info

• The teacher understands how students' conceptual frameworks and their misconceptions for anarea of knowledge can influence their learning recognizes multiple perspectives and conveys tolearners how knowledge is developed from the vantage point of the knower. (K, S)• The teacher is knowledgeable in content related to the health, safety, and well-being of children.(K)• The teacher understands the role of the discipline in preparing students for the global communityof the future. (K, D)• The teacher understands the relationship of disciplinary knowledge to other subject areas,recognizes the interconnectedness of the disciplines, and sees connections to everyday life. (K, S,D)• The teacher has enthusiasm for the discipline(s) s/he teaches and realizes that subject knowledge isnot a fixed body of facts but is complex and ever evolving. (K, D)• The teacher is skilled in the tools of inquiry for each discipline of the content area(s) that she/heteaches. (K, S)• The teacher uses differing viewpoints, theories, ways of knowing, and methods of inquiry in his orher teaching of subject matter to present information that is accurate and relevant. (K, S)• The teacher evaluates teaching resources and curriculum materials for their accuracy,comprehensiveness, and usefulness for representing particular ideas and concepts. (K, S)• The teacher engages students in generating knowledge and testing hypotheses according to themethods of inquiry and standards of evidence used in the discipline. (K, S)2. The teacher maintains currency in knowledge of the content area(s) and skills of the discipline.• The teacher realizes that subject matter knowledge is not a fixed body of facts but is complex andever-evolving. (D, K)• The teacher is committed to continuous learning and engages in professional discourse aboutsubject matter knowledge and children's learning of the discipline. (D, K)• The teacher is committed to continuous learning to stay abreast of new ideas and perspectives inthe field. (D, K)The Principle:Demonstrating Skills as an <strong>Education</strong>al Designer:THE EDUCATIONAL DESIGNERThe successful teacher is one who utilizes knowledge of learning, students, and the content to be taught to creativelyplan learning experiences that integrate appropriate strategies, media, and organization.Key Attribute:The teacher plans and creates learning experiences based upon knowledge of subject matter, students, thecommunity, and curriculum goals to make the central concepts, tools of inquiry, and structures of the discipline(s)he or she teaches meaningful for students. The teacher designs and develops learning opportunities which arecongruent with how children learn and develop, which utilize well-selected instructional strategies and learningresources, and which are appropriately adapted to diverse learners.1. The teacher plans and creates learning experiences based upon knowledge of subject matter, students, thecommunity, how children learn and develop, and curriculum goals to make the central concepts, tools of inquiry,and structures of the discipline(s) he or she teaches meaningful for students.64
• The teacher understands learning theory, subject matter, curriculum development, and studentdevelopment and knows how to use this knowledge in planning instruction to meet curriculumgoals and the continuous development of individual students’ abilities. (K, D)• The teacher can use knowledge about human motivation and behavior drawn from thefoundational sciences of psychology, anthropology, and sociology to develop strategies fororganizing and supporting individual and group work. (K, S)• The teacher knows how to take contextual considerations (instructional materials, individualstudent interests, needs, and aptitudes, and community resources) into account in both long termand short term planning instruction that creates an effective bridge between curriculum goals andstudents' experiences. (K, S, D)• The teacher knows how to plan and design effective learning environments and experiencessupported by technology. (K, S)• The teacher understands how curriculum alignment across grade levels and disciplines maximizeslearning. (K, S, D)• The teacher values planning as a collegial activity. (D)• The teacher recognizes the importance of the development of students’ critical and creativethinking, problem solving, and performance capabilities. (D, K)• The teacher implements flexibility and reciprocity in the teaching process as necessary foradapting and modifying instruction to student responses, ideas, and needs. (K, S, D)• The teacher identifies and designs instruction appropriate to students' stages of development,learning styles, strengths, needs and background. (K, S)• The teacher seeks to understand students' families, cultures, and communities, and uses thisinformation as a basis for connecting instruction to students' experiences (e.g. drawing explicitconnections between subject matter and community matters, making assignments that can berelated to students' experiences and cultures). (K, S, D)• The teacher develops and uses curricula that encourage students to recognize, question, andinterpret ideas from diverse perspectives. (K, S)• The teacher identifies levels of readiness in learning and designs lessons that are developmentallyappropriate, choosing teaching strategies, materials, and technologies to meet instructionalpurposes and student needs. (K, S)• The teacher designs activities that promote a positive classroom climate of openness, mutualrespect, support, and inquiry. (K, S)• The teacher uses information from students, parents, colleagues, and school records to assist inplanning instruction to meet individual student needs. (K, S)2. The teacher designs and develops learning opportunities, which utilize well-selected instructional strategiesand learning resources.• The teacher knows how to enhance learning through the use of a wide variety of materials as wellas human and technological resources (e.g. computers, audio-visual technologies, videotapes anddiscs, local experts, primary documents and artifacts, texts, reference books, literature, and otherprint resources). (K, S)• The teacher understands and knows how to identify differences in approaches to learning andperformance (e.g., learning styles, multiple intelligences, and performance modes) and designsinstruction that helps use students’ strengths as a basis for growth. (K, S)• The teacher knows how to take into account such elements as instructional materials; individualstudent interests, needs, and aptitudes; and community resources in planning instruction thatcreates an effective bridge between curriculum goals and student learning. (K, S)• The teacher knows how to plan for the effective use of professionals, paraprofessionals,volunteers, and peer tutors. (K, S)65
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 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 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
Page 106 and 107: 106
Page 108 and 109: 108
Page 110 and 111: 110
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
show all

PACE - LCSC Education Division - Lewis-Clark State College

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?