PACE - LCSC Education Division - Lewis-Clark State College

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The Conceptual Framework for Teacher EducationThe Conceptual Framework is a construct that systematically relates how the physical, natural,social, and human realities of the Teacher Education Program are aligned into a coherent whole.The Conceptual Framework reflects current research about individual development, cognition,and best practice that meets the anticipated needs of the 21st Century.The framework’s goal is "Preparing caring professionals who teach for understanding incommunities of learning." This means that we attempt to prepare individuals who care deeplyabout children and youth. We seek to develop professionals — individuals who have mastered abody of specialized knowledge and skills and who adhere to a professional code of ethics. Westrive to provide instruction that results in teachers and learners who operate at higher levels inthe cognitive, affective, and psychomotor domains. We acknowledge the social dimension ofteaching and learning and value opportunities to collaborate in ever expanding environments thatvalue learning.To prepare effective teachers requires that we address fundamental objectives organized aroundknowledge, skill, and dispositions. The successful teacher must possess general, as well as,pedagogical knowledge, the skills to apply this knowledge effectively, and the dedication to carefor the well being of students, to maintain professional standards, and to work diligently to helpstudents achieve educational goals.Our integrative themes include technology, and alternative pathways. We integrate technologythroughout our program. We model for our candidates and, in turn, encourage them to value andrespond appropriately to intellectual, physical, and ethno-cultural diversity.The Elementary PACE (Pathways to Accelerated Certification and Endorsement) Program hasbeen designed as an alternative pathway to elementary teacher certification or endorsement.Candidates who have had significant experience working in elementary schools, such as being aparaprofessional or substitute, may qualify for entrance in to the PACE Program where asignificant amount of the coursework can be completed on-line and during two subsequentsummer sessions.The Elementary Teacher Education Program is performance-based. Candidates mustdemonstrate through course work, products, performances, portfolios, and formal programinterviews, the knowledge, skills, and dispositions specified in the eight program standards. Ourevaluation model operates throughout the three phases of teacher education at the course,program, and division levels. See the Appendix for a graphical summary of the ConceptualFramework including the Teacher Education Program Standards.6
SECTION 1 - THE PACE ELEMENTARYTEACHER EDUCATION PROGRAMPACE and Nontraditional StudentsPACE is intended for highly skilled and motivated individuals who desire to earn Elementary(Grades K-8) Teaching Certification and other Endorsement(s). These individuals are unable toregularly attend classes on campus due to restraints of time, location, employment, etc. Theseindividuals are typically contemplating career changes and have acquired significant lifeexperiences that may be valuable in the teaching profession. Their programs of study mayinclude opportunities for qualified individuals to accelerate by petitioning certain requirementsand successfully challenging courses based on documented life experiences and demonstratedperformance.Certification is a license to teach specified grade levels in the public schools such as grades K-8.Endorsement is authorization to teach specified subjects like Mathematics, English, or SocialStudies. In some cases such as: Physical Education, Art, Music, Foreign Language, Gifted &Talented, and Special Education the endorsement may be extended to teach grade levels (K-12)when an elementary methods course is added.Required Technology Resources:A Necessary Component of The PACE ProgramSince much of the course work is delivered utilizing asynchronous Internet-based instruction,web cameras, and Internet video conferencing, it is a Requirement that PACE participants haveaccess to the necessary technology resources. (Since technology is constantly updating andimproving, these requirements may change during an individual’s program of study. If so,individuals may be asked to upgrade their technology.)Individuals should have access to a personal computer with the following specifications: Mac OS X (10.4 or newer) or Windows (XP or newer) operating system Minimum 2.0GHz processor 2.0 GB RAM (more is even better) A hard drive capacity of 100 GB (with at least 20 GB available) USB connectivity A CD/DVD drive (CD±R/RW burning capability would be best).High speed Internet access (Cable or high speed DSL minimum) is required. Minimum upload & download speed of 1 mps (mega-bits per second) is required. Internet connection speed can be tested at http://www.speakeasy.net/speedtest. Click on“SEATTLE, WA” to begin the test.7
Page 1 and 2: PACEPathways for Accelerated Certif
Page 3 and 4: The Intern ........................
Page 5: GENERAL INFORMATIONPURPOSE OF THE H
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
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3. The culturally responsive educat
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Exhibiting Appropriate Conduct as a
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Key AttributeThe teacher is knowled
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• Provides opportunity for studen
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• The teacher understands how stu
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• The teacher develops a variety
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• The teacher models effective co
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• The teacher evaluates the effec
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CODE OF ETHICS FOR IDAHO PROFESSION
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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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