SECONDARY PACE
The PACE Secondary Program requires candidates to already hold a bachelor’s degree or higher from an accredited college or university. Candidates will fulfill the requirements to receive secondary teacher certification with specific content area endorsements to teach grades 6-12 at the conclusion of the program. Candidates are required to attend a 3-day orientation in the summer. The remaining coursework is accomplished utilizing distance learning technology, and a final semester of on-site internship (near the candidate’s home).

Candidates of the PACE Secondary Program follow the same admission requirements to the Teacher Education Program as outlined above. Those who are interested in the PACE Program should request a transcript evaluation by the PACE program assistant. Forms are available at http://edudiv.lcsc.edu/forms/. Follow the link to “Request for Transcript Evaluation”.

For more information, contact:
• Dr. David Massaro, Elementary Education PACE Coordinator, damassaro@lcsc.edu; 792-2730
• Dr. Wayne Carroll, Secondary Teacher Education PACE Coordinator, wcarroll@lcsc.edu; 792-2487
• Dawn Byers, PACE Program Assistant, dbyers@lcsc.edu; 792-2553

EXPECTATIONS OF STUDENTS
Candidates for the baccalaureate degree in the Teacher Education programs must meet the LCSC baccalaureate degree requirements, maintain an overall GPA of 2.75, and pass the Praxis II subject specialty exam(s) in their area as required by the state of Idaho. In addition, Elementary Education candidates must pass the State of Idaho Comprehensive Literacy Assessment. It is the student’s responsibility to ensure that his/her program of study fulfills the General Education, major, minor, certification, and endorsement requirements. Requirements for graduation and requirements for teacher certification differ. The Office of Admission/Registrar has authority over graduation requirements. Therefore, the Education Division does not substitute or waive any institutional General Education requirements. Further, such a substitution or waiver may jeopardize teacher certification. Students desiring to substitute or waive General Education requirements should consult with their Education advisor before petitioning.

PROFESSIONAL STANDARDS FOR THE K-12 TEACHER
Teacher Education faculty in the Division of Education believe that in order to ensure the continuous intellectual, social, and physical development of all learners, the qualified teacher must perform several roles. In serving these roles, teachers demonstrate knowledge, skills, and dispositions related to seven main areas of professional competence. Successful teacher candidates must
consistently exhibit:
1. Appropriate conduct as a professional
2. Knowledge of the foundations of the profession
3. Expertise in all subjects taught
4. Skills as an educational designer
5. Skills as an educational facilitator
6. Skills as an educational evaluator
7. Capacity for reflective practice
8. The ability to embrace the ideas of a culturally responsive educator.

Through participation in each of the Teacher Education programs at LCSC, teacher candidates have opportunities to develop, nurture, and demonstrate their professional competence in each of these
seven areas.

The Dedicated Professional. The teacher conducts herself/himself in a manner which shows care and concern for children and their learning and a commitment to the profession of education. The teacher exhibits high ethical and professional standards. The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.

The Knowledgeable Professional. The teacher is knowledgeable of how children, as individuals and in groups, learn and develop and how instruction can be provided to support the intellectual, social, and personal development of all types of learners. The teacher understands schools as organizations within the larger community context and the laws and norms that guide their operation.

The Content Specialist. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he/she teaches. The teacher maintains currency in knowledge of the content area(s) and skills of the discipline.

The Educational Designer. The teacher plans and creates learning experiences based upon knowledge of subject matter, students, the community, and curriculum goals to make the central concepts, tools of inquiry, and structures of the discipline(s) he/she teaches meaningful for students. The teacher designs and develops learning opportunities which are congruent with how children learn and develop, which utilize well-selected instructional strategies and learning resources, and which are appropriately adapted to diverse learners.

The Educational Facilitator. The teacher utilizes a variety of instructional strategies (methods, techniques, etc.) and resources (media, technologies, etc.), effective classroom organization skills, and effective communication techniques to establish and facilitate engaging and meaningful learning environments that support the intellectual, social, and physical development of students. The teacher fosters active inquiry, collaboration, and supportive interaction in the classroom. The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

The Educational Evaluator. The teacher understands and uses appropriate, formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical
development of the learner. The teacher performs appropriate, comprehensive assessments of the processes of instructional design, facilitation, and evaluation. The teacher adjusts and refines
instruction based upon informed analysis.

The Reflective Professional. The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning
community). The teacher actively seeks out opportunities to grow professionally.

The Culturally Responsive Educator. The teacher is a culturally responsive educator who understands and embraces the ideas of cultural consciousness, equity and human dignity, and social justice while striving to create learning environments that grant voice and authenticity to the beliefs, opinions, and experiences of students from diverse experiences.

The curriculum for Teacher Education at LCSC promotes the development and practice of these qualities through performance based courses and field experiences.

TEACHING INTERNSHIP INFORMATION
For Elementary Education majors, the Teaching Internship is a two semester sequence of integrated course work and field experiences.

For teacher candidates seeking certification in Secondary Education (6-12), the Teaching Internship consists of one semester in the field. Over the course of the semesters, the candidate engages in field-based opportunities to apply the knowledge, skills, and dispositions developed in course work. The internship provides the teacher candidate with mentored experiences in all areas of teacher performance.

Students must be admitted to the Teacher Education program and pass their required Praxis
examination(s) before an internship placement is considered. A grade of “B-” or better is required for all
professional education Phase II and Phase III course work.

During the internship, candidates are expected to fulfill additional responsibilities both on campus and at their assigned school site. Interns are to complete course assignments as well as duties assigned at their school. They should perform professionally according to public school policies and procedures. Failure to successfully progress through the internship may result in an extended internship, inability to continue with the internship experience, or withdrawal from the Teacher Education program.

The internship involves a candidate’s total commitment for the entire term of assignment. For this reason the Education Division chairperson must approve any additional course work. Extracurricular college activities, coaching, and outside employment are not to interfere with achieving a successful internship experience.

Candidates’ requests for college and school supervision in long distance internship sites (outside the LCSC service area) must be made in writing. Candidates will be assessed a fee to assist in paying the added expense of supervision at a long distance site. The instructional teams must approve all requests for distant internships. No guarantee is made that a long distance site will be available or approved.

ASSESSMENT

COMPASS, ACT, or SAT PLACEMENT EXAM
To demonstrate acquisition of basic skills, undergraduate students seeking admittance into the teacher education programs must pass math, reading, and writing sections of the COMPASS, ACT, or SAT exam at a level determined appropriate by the Education Division.

IDAHO COMPREHENSIVE LITERACY ASSESSMENT (ICLA)
All teacher education candidates whose teaching responsibilities will include elementary education, special education, and/or reading must pass the Idaho Comprehensive Literacy Assessment. The ICLA consists of three areas: language structure, comprehension, and assessment.

PRAXIS SERIES ASSESSMENTS
Students seeking teacher certification in the state of Idaho must take Praxis II exams in their content areas; elementary candidates are also required to take a Praxis II Principles of Learning and Teaching test. Students are required to meet the qualifying score set by the Idaho State Department of Education to enter into an internship experience.

PORTFOLIO
The portfolio is a form of performance assessment that requires teacher certification candidates to demonstrate that they have the knowledge, skills, and dispositions needed to be effective classroom teachers and to positively impact student learning. Development of the portfolio is a yearlong endeavor. During a candidate’s internship experience, he/she will collect, organize, and display evidence that he/she is able to meet the standards required for completion of the LCSC Teacher Education Program.

EXIT INTERVIEW
As a final evaluation of an intern’s ability to demonstrate the professional competencies required by the program, she/he will pass an exit interview conducted during the final phase of the internship experience. The intern’s faculty mentor will chair the exit interview. An on-site-teacher-educator who is familiar with the intern’s capabilities and a second representative from the Education Division will also participate in the exit interview.

ADDITIONAL FEES
(all fees are subject to change)

Transfer Credit Evaluation Fee $35

Elementary Education
COMPASS Test (undergraduates only) $15
• Application to the Teacher Education Program $30
• Praxis II Exam: Elementary Ed: CK $130 ($50 registration + $80 test)
• Praxis II Exam: PLT: Grades K-6 or 5-9 $145 ($50 registration + $90 test)
• Idaho State Teacher Certification $115 ($75 application + $40 fingerprinting)
• Washington State Teacher Certification $115 – 130 ($55-70 application/$46 fingerprinting)

Secondary Education
• COMPASS Test (undergraduates only) $15
• Application to the Teacher Education Program $30
• Praxis II Content Specific Exams $130 ($50 registration + $80 test) (a separate Praxis exam is required for each content area teaching field)
• Idaho State Teacher Certification $115 ($75 application/$40 fingerprinting)
• Washington State Teacher Certification $115 – 130 ($50-70 application/$46 fingerprinting)

Special Education
• Praxis II exam: Ed of Exceptional Students: Core Content Knowledge $115 ($50 registration + $65 test)
• Praxis II exam: Ed of Exceptional Students: Mild to Moderate $130 ($50 registration + $80 test)


TEACHER CERTIFICATION INFORMATION
Candidates who satisfactorily complete a Teacher Education program at LCSC are eligible to apply for one of the following State of Idaho teaching certificates:
1. Standard Elementary K-8
2. Standard Secondary 6-12

These certificates are issued by the State of Idaho Department of Education and are recognized in all 50 member states of the NASDTEC Interstate Contract (see Idaho Department of Education Professional School Personnel Certification Standards). Teacher certification requirements vary among all states, and
applicants should address any questions concerning teacher certification requirements to the individual state teacher certification agencies.

LCSC does not issue teaching certificates. The LCSC Teacher Education Program does provide a statement of approved program completion only for students who have successfully completed the program. The Idaho State Department of Education evaluates for certification only after the applicant completes the application process. A certificate or notation of deficiencies generally takes 30-45 days.

Prior to being recommended to the state for certification, candidates must pass a final review of their work. This consists of a formal oral evaluation by at least two faculty members and one on-site teacher
educator. The candidate presents, at that review, a portfolio that reflects mastery of the concepts and skills required to enter the teaching profession. Candidates failing this final oral review are given a remediation plan and sit for the final review again.

1. Application for teacher certification is the sole responsibility of the graduate. Idaho certification procedures and forms will be provided following student teaching.
2. To obtain an official LCSC Institutional Recommendation for the State of Idaho indicating completion of an approved Teacher Education Program, the graduate must submit the following to the LCSC Education Division:
      a. A completed “Application for an Idaho Professional Education Credential” form;
      b. Official transcripts from ALL higher education institutions attended except LCSC;
      c. A check or money order for the appropriate State of Idaho application fee;
      d. Completed State of Idaho fingerprint cards; and,
      e. Any additional documents required by the Idaho State Department of Education Teacher Certification Office.
Note: Official LCSC Institutional Recommendations may be required for other states. Please follow that state certification agency’s procedures. It is the responsibility of the graduate to meet those requirements.
3. The Education Division will process, endorse, and mail to the Idaho State Department of Education Teacher Certification office complete applications only. Incomplete applications will not be processed.
4. The applicant must supply all data requested on the application form(s).

ENDORSEMENTS AND MINORS

GIFTED AND TALENTED MINOR AND ENDORSEMENT, GRADES K-12
The Gifted & Talented Education minor prepares individuals for a State of Idaho endorsement with either an Elementary or Secondary Certification. This endorsement enables a teacher to work with gifted and talented students in grades K-12. It also allows teachers to work as a G/T Facilitator or a G/T Director/
Coordinator. Students interested in this endorsement must integrate the Gifted and Talented Education courses into their Elementary or Secondary Teacher Education program. Teacher candidates must also complete certification in either Elementary Education or Secondary Education. Courses should be taken in
the order listed on the Gifted/Talented Education minor Program Plan. Currently, there is no Praxis II exam required for the Gifted/Talented Education endorsement.

LITERACY MINOR AND TEACHING ENDORSEMENT, GRADES K-12
The K-12 Literacy Endorsement is recognized by the State of Idaho as authorization to teach reading at any grade level, K-12. Completion of this endorsement enables a graduate to perform the duties of a reading teacher at K-12 levels, and to act as a reading resource teacher and consultant on reading improvement in his/her own buildings. This endorsement is a valuable addition to all teaching majors at both the elementary and secondary levels, helping prospective teachers learn to deal more effectively with problem readers in their own classrooms, as well as to encourage reading development and enrichment among all students. A strength of the program is the inclusion of several supervised practicum’s that provide candidates opportunities to work with a wide variety of readers. Students should see an advisor for assistance with course selections for a Literacy Endorsement. Students must pass the Praxis II exam #0300 “Reading Specialist”.

SPECIAL EDUCATION MINOR AND STANDARD EXCEPTIONAL CHILD CERTIFICATE WITH GENERALIST ENDORSEMENT, GRADES K-12
The Special Education program prepares generalists rather than specialists in any one area of special education. The Exceptional Child certificate enables a special education teacher to work with students with special and individual needs in grades K-12. This certificate allows teachers to work in a resource program or through inclusion in a regular classroom.

Students interested in the Exceptional Child certificate must integrate the special education courses and internship into their Elementary or Secondary Teacher Education program. Teacher candidates must also complete certification in either Elementary or Secondary Education. The Special Education program may
be integrated with a Literacy minor. Students must pass both Praxis II exams for “Education of Exceptional Students” #0353 and #0542. Students must also pass the Praxis II exam #0014 “Elementary Education: Content Knowledge” for the Exceptional Child Certificate.

TEACHING ENGLISH AS A SECOND LANGUAGE (ESL) TEACHING MINOR AND ENDORSEMENT, GRADES K-12
Teaching ESL is an endorsement granted by the State of Idaho. Twenty credits are required, with work in each of the following three areas: foreign language, English as a Second Language methods or bilingual methods, and cultural diversity or multicultural topics. This endorsement does not require institutional recommendation; the Idaho Teacher Certification office will evaluate each case. Students must pass the Praxis II exam #0360 “English to Speakers of Other Languages.”

OTHER PROGRAMS

TECHNOLOGY FOR TEACHERS PROGRAM
The Education Division’s Technology for Teachers Program started in 1994 in response to the Idaho State Board’s request that LCSC help both future and practicing teachers learn to use technology effectively in their teaching. The Division’s model technology classroom and technology development lab in Reid Centennial Hall are maintained as a part of this program. Technology skill development for pre-service and practicing K-12 teachers, as well as technical support for the Division’s students and teachers, is provided by the program’s technologists, instructors, and director.

SPECIAL EDUCATION: PARAPROFESSIONAL TO TEACHER
The Special Education Paraeducator to Teacher Alternate Route is designed for paraeducators who possess an AA/AS and who wish to become certified special education teachers. The program culminates in a Bachelor of Science in Special Education and a recommendation for the Exceptional Child Certificate, K-12 Generalist Endorsement.

STATE ALTERNATIVE AUTHORIZATION: CONTENT SPECIALIST
The Division of Education supports the State of Idaho Alternative Authorization: Content Specialist Teaching Certification option. This option permits highly qualified candidates to be offered teaching positions in Idaho schools while completing certification requirements based on a formal pre-assessment of their content area and pedagogical knowledge, skills, and dispositions.

ASSOCIATE OF ARTS DEGREE IN PARAPROFESSIONAL EDUCATION
The Paraprofessional Education program prepares teaching assistants to work in K-12 schools in Special Education, Reading, ESL, or Gifted/Talented programs. The program articulates with the core requirements of the Elementary Teacher Education program while providing needed coursework to improve the learning of students. This degree is designed to meet the No Child Left Behind legislation requirements for teaching assistants and early childhood care providers.

MINORS

ADDICTION STUDIES
This minor prepares students for Chemical Dependency certification by meeting the twelve counselor core functions as outlined by the Idaho Board of Alcoholism/Drug Counselor Certification, as well
as related issues.

The counselor core functions are:
1. Treatment planning
2. Counseling
3. Crisis intervention
4. Case management
5. Assessment
6. Screening
7. Client education
8. Referral
9. Reports/record keeping
10. Intake
11. Orientation
12. Consultation with other professionals

Students who major in Psychology need to be aware that some elective psychology courses may require a discussion or disclosure of personal information, such as relationships with parents or significant others. This also includes courses students must take for the Addiction Studies minor.

EARLY CHILDHOOD DEVELOPMENT (joint minor program with Business Technology & Service Division). See Business Technology & Service section of catalog.

EARLY CHILDHOOD SPECIAL EDUCATION (joint minor program with Business Technology & Service Division). See Business Technology & Service section of catalog.

CLUBS

CHI KAPPA CHAPTER OF KAPPA DELTA PI HONOR SOCIETY
Kappa Delta Pi, an International Honor Society in Education, was founded March 8, 1911 at the University of Illinois. The Chi Kappa Chapter of Lewis-Clark State College was installed in 1996 (and was the first Idaho chapter); it became the last chapter necessary to complete membership in all fifty states. The Chi Kappa Chapter promotes better teaching and learning through identification and recognition of both outstanding teacher candidates and practicing educators. Teacher candidates must possess a grade point average of no less than 3.5 and be nominated on the basis of demonstrated potential to become strong leaders in education. Practicing educators are nominated by a committee of their peers as individuals who have demonstrated high academic ideals and made significant contributions to the education profession. The chapter sponsors several annual social and professional activities, and members have the opportunity to represent the chapter at the biennial national conference.

LCSC STUDENT CHAPTER, IDAHO COUNCIL FOR EXCEPTIONAL CHILDREN
Idaho Council for Exceptional Children (CEC), LCSC Student Chapter welcomes new members seeking a special education minor or a gifted and talented endorsement. The student chapter actively participates in professional development activities that align to the state unit and shares the following mission statement: “ to improve educational outcomes for individuals with exceptionalities.” CEC, a non-profit association, accomplishes its mission which is carried out in support of special education professionals and others working on behalf of individuals with exceptionalities, by advocating for appropriate governmental policies, by setting professional standards, by providing continuing professional development, by advocating for newly and historically underserved individuals with exceptionalities, and by helping professionals achieve the conditions and resources necessary for effective professional practice.


KINDERCOLLEGE

CONTACT PERSON
Manager: Sarah Wimer, BS
e-mail: swimer@lcsc.edu
Office: 805 Fourth St.
Phone: 792-2254
Fax: 792-2588
Web: http://www.lcsc.edu/kindercollege

OVERVIEW
The goal of our childcare program is to encourage and support the social, cognitive, emotional, and physical development of each child and to provide opportunities for self-exploration and discovery. Learning experiences are designed and implemented to enhance the child’s positive self-image.

Hours of Operation
6:30 a.m. to 6:30 p.m.

Students (taking 6 credits or more)

	Infants	Toddlers	Preschool
Daily	$23.00	$21.00	$19.00
Monthly	$450.00	$400.00	$350.00

Community

	Infants	Toddlers	Preschool
Monthly	$550.00	$500.00	$450.00

AGES OF CHILDREN
KinderCollege accepts children from 6 weeks of age through kindergarten. Children are considered infants through 17 months of age. Children are considered toddlers from 18 months to 3 years of age. Children are considered preschool from 3 years of age until they begin kindergarten.