Lewis-Clark State College

Standard 1: Knowledge of Subject Matter Understand the central concepts, tools of inquiry, and structures of the discipline taught and create experiences for individuals that make these aspects of subject matter meaningful.
Standard 2: Knowledge of Human Development and Learning Understand how individuals learn and develop and provide opportunities that support their physical, cognitive, social and emotional development.
Standard 3: Adapting Instruction for Individual Needs Understand how individuals differ in their approaches to learning and create instruction and programs adapted to individuals with diverse needs.
Standard 4: Multiple Strategies for Instruction and Participation Understand and use a variety of instructional strategies to develop critical thinking, problem solving and performance skills.
Standard 5: Motivation and Management Skills Understand individual and group motivation and behavior to create programs and learning environments that encourage positive social interaction, active engagement, and self-motivation.
Standard 6: Communication Skills Use a variety of communication techniques to foster inquiry, collaboration and supportive interaction in a variety of settings.
Standard 7: Planning Skills Plan instruction and programs based on knowledge of the subject matter, participants, the community, and program goals.
Standard 8: Assessment Strategies Understand, use, and interpret formal and informal assessment strategies to advance individual performance and to determine program effectiveness.
Standard 9: Professional Commitment Be a reflective practitioner who demonstrates a commitment to professional standards and is continuously engaged in purposeful mastery of the profession.
Standard 10: Partnerships Interact in a professional, effective manner with colleagues, families, and community agencies to support growth and well-being of programs and the participants.
Standard 11: Safety Provide for a safe environment for learning and participating in physical activity.

CLUBS
The Kinesiology Club welcomes all students majoring or minoring in Kinesiology, Health or related fields. The club plays a campus-wide leadership role in promoting lifespan physical activity, sports and other health enhancing behaviors. For example, club members assist in the campus Fitness and Wellness program, supervise campus facilities and special events, and host guest speakers. Club fundraisers help members attend state, regional and national conferences. The club’s social functions include group meetings and a year-end barbeque.

TEACHER EDUCATION
LCSC continues to draw regional recognition for its excellence in preparing teachers. The college offers innovative programs in elementary and secondary education that are integrated and competency-based. It promotes high quality in teaching through a unique combination of course coherence, collaborative instruction, community partnerships, and performance assessment. The programs are designed to prepare competent, caring teachers who have the knowledge, skills, and dispositions needed to effectively help all students learn.

Quality field experiences are the cornerstone of LCSC’s Teacher Education Programs. Students participate in multiple school-based experiences with teachers who demonstrate “best practices.” Field experiences begin with a twenty-hour practicum and culminate with a yearlong internship. These experiences provide teacher candidates with opportunities to explore the connection between theory and practice, as well as to work with students from culturally diverse and exceptional populations. Students gain confidence through reflective practice and competence through frequent interaction with a community of skilled practitioners. Students in teacher education will provide evidence through performance that they have become dedicated and knowledgeable professionals, content specialists, competent educational designers, capable educational facilitators, insightful educational evaluators, and refl ective professionals before being recommended for teacher certifi cation. (For detailed information on admission and graduation requirements, see the “Teacher Education Program Description” later in this section.)

ADMISSION REQUIREMENTS
Students seeking admission to the Teacher Education Program must comply with admission requirements as stated in the current catalog. Teacher Education Program requirements may change to comply with accreditation requirements, professional certification requirements, etc. Students may be required to meet college graduation requirements under a different catalog than that used to obtain admission to the Teacher Education Program.

Admission to the Teacher Education Program
The performance-based teacher education program for elementary education is composed of the following three phases:

I. Pre-professional Studies
II. Professional Studies
III. Professional Internship

After completing the general education core and pre-professional studies courses, Phase I, students who meet entry requirements may apply for admission into the Teacher Education Program. Application information is available from the Education Division Office or on-line at http://edudiv.lcsc.edu/application.htm.

It is the responsibility of the student to secure admission to the Teacher Education Program and maintain that status. Students must be formally admitted to the program prior to participation in Phase II of either program. The Division of Education admission procedure addresses four areas:

1. scholarship
2. a qualifying entrance examination and interview
3. professional experience
4. references

Adverse factors will also be considered in the admissions decision. Those adverse factors include para-competencies (i.e.personal characteristics/attitudes inconsistent with the teaching profession exhibited by the student such as racism, intolerance, chronic lateness), patterns of course withdrawals, patterns of course incompletes, and moral turpitude.

Students must apply for admission into the Teacher Education Program no later than the first day of the semester prior to the semester in which they plan to begin Phase II course work. Students who plan to begin Phase II course work in the fall should apply no later than the first day of the previous spring semester (mid-January). Students who plan to begin Phase II course work in the spring should apply no later than the first day of the previous fall semester (mid-August). PLEASE NOTE: Admission to the Teacher Education Program will be based on the predetermined number of available, quality internship sites.

The Secondary Teacher Education Program includes two semesters of coursework for certification. Students will apply to the teacher education program after successfully completing nine credits of Education courses.

Students will be admitted for enrollment in the Teacher Education Program with a specific starting date. Failure to successfully progress in the courses during the semesters for which the student is admitted may jeopardize the student’s place in the Teacher Education Program; the student may then be required to reapply.

Admission to the Teacher Education Program requires:

1. Course work: Satisfactory completion of all Phase I course work with a grade of “C-” or better in each course. Exception: Must have “C” or better in English 101 to advance to English 102. Note: At the time of application, students should be completing the last of these required courses.
2. Entrance Examination: Passing scores in math, reading, and writing on the COMPASS Exam for undergraduates. This exam is not required for students who already have a baccalaureate degree.
3. Scholarship: A minimum LCSC cumulative grade point average (GPA) of 2.75; in addition, secondary candidates must maintain a minimum grade point average of 3.0 in their major teaching field.
4. Professional Experience: Evidence of successful work with children or adolescents and a short reflective essay.
5. References: Satisfactory, professional recommendations from two confidential references related to communication skills and academic competence. (Forms are printed from the web-based application).
6. Interview and Writing Sample: Students compose an extemporaneous essay follwed by a formal interview with a panel of professionals.
7. Official transcripts: Required from all higher education institutions attended, except LCSC.

Transfer Students, Admission to the Teacher Education Program requires:

1. A transfer credit evaluation by the Education Division Program Assistant immediately following admission to LCSC.
2. Admission to the Teacher Education Program (see above).
3. Completion of a minimum of 32 LCSC credits before graduation (see baccalaureate degree requirements).

Post-Baccalaureate Students, Admission to the Teacher Education Program requires:

1. A transfer credit evaluation by the Education Division Program Assistant immediately following admission to LCSC.
2. Admission to the Teacher Education program (see above).
3. Secondary candidates must be recommended as being competent and current in their teaching fi eld by the academic division of their teaching fi eld.

Certified Teachers should:

1. Consult with the Education Division Program Assistant directly after being admitted to LCSC.
2. Complete the Education Division Special Permission Form to take certain upper division course work.

MAJORS

ELEMENTARY EDUCATION
Students enrolled in the Elementary Teacher Education Program (grades K-8) will complete 62 credits of professional education courses including a yearlong internship under the guidance of a faculty member and an on-site teacher educator in a local elementary or middle school. Elementary Education students will have opportunities to learn about, evaluate, practice and refine a variety of teaching strategies based on best teaching practices as identified by professional organizations, in content areas taught to elementary students. Students in Elementary Education will provide evidence through performance that they have become dedicated and knowledgeable professionals, content specialists, competent educational designers, capable educational facilitators, insightful educational evaluators, and reflective professionals before being recommended for elementary teacher certification.

SECONDARY TEACHER CERTIFICATION
Secondary Teaching Certificates (grades 6-12) are endorsed for subject areas according to Idaho Teacher Certification standards. All certificates require a minimum of 30 semester credits for a teaching field major and 20 semester credits for a teaching minor. For a single teaching field major, a minimum of 45 semester credits is required. The following five LCSC areas are approved for teaching field majors: English; Kinesiology-Physical Education K-12 and Health 6-12; Mathematics; Natural Sciences; and Social Sciences (see degree requirements for each major). Students may pursue endorsements and minors in other areas as well; consult with an advisor for the proper procedure.

Graduates from other colleges or universities seeking secondary teacher certification must fulfill all secondary education professional course work requirements in addition to meeting all academic major or minor teaching field requirements for subject area endorsement.

Students in the Secondary Certification Program are expected to provide evidence through performance that they have become dedicated and knowledgeable professionals, content specialists, competent educational designers, capable educational facilitators, insightful educational evaluators, and reflective professionals before being recommended for secondary teacher certification.

Idaho certification standards set forth by the State Department of Education have changed for secondary certification in Natural Sciences and Social Sciences. Effective in 2006, students wishing to certify in those areas must have the required coursework in a single subject area as well as in the composite Natural Sciences or Social Sciences area. Students seeking a degree in Natural Science or Social Science with secondary certification should consult with their advisors as soon as possible to discuss these changes.

PACE PROGRAM – PATHWAY FOR ACCELERATED CERTIFICATION AND ENDORSEMENT
Using a distance learning format, the PACE program offers a non-traditional path to teacher certification for students in rural areas. PACE is intended for mature, responsible non-traditional students who want to change careers to teaching. Paraprofessionals and those with previous classroom experience find that the PACE program affords a smooth transition to teacher certification. Candidates who decide to enter the PACE program must initially apply for admission to Lewis-Clark State College.

PACE ELEMENTARY PATHWAY
The PACE Elementary Program requires candidates to hold an associate or higher degree from an accredited college or university. Candidates will fulfill the requirements for a Bachelor of Science degree in Elementary Education and teacher certification at the conclusion of the program. Candidates officially begin the program in the summer, so they must plan to attend two consecutive summer sessions. The remaining coursework is accomplished in two semesters utilizing distance learning technology, and a final semester of on-site internship (near the candidate’s home).

Candidates should apply to the PACE Elementary Program prior to the beginning of the first summer session. To be guaranteed a summer position, Phase I coursework must be complete. There are a fixed number of openings in the PACE pathway, so qualified candidates will be admitted as positions open. When candidates are offered admission, they must accept within two weeks or forfeit their position on the list. Candidates must enroll in at least one course per semester and complete the two summer sessions. Candidates are allowed up to four years to complete the program; however, those who do not complete the program within four years will have to reapply for admission to PACE.

The procedures for admission to the Teacher Education Program help assure that LCSC teacher candidates are prepared academically and well motivated to complete the intensive teacher education coursework and internship field experiences.

1. Submission of a complete application to the Teacher Education Program including signed “Statement of Re-lease” and payment of application fees. (Application can be found at http://edudiv.lcsc.edu/application.htm)
2. Satisfactory professional recommendations from two confidential references.
3. Satisfactory completion of Phase I courses with grades of “C-” or better in each course.
4. Completion of Academic Program Information Form (PIF).
5. A minimum 2.75 GPA.
6. Passing scores on the Teacher Education Program Entrance Interview and exams.
7. Evidence of successful work with children in various formal and informal settings.
8. Official transcripts from all higher education institutions attended other than LCSC.

PACE SECONDARY PATHWAY
The PACE Secondary Program requires candidates to 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
• Kay Packer, PACE Program Assistant, kpacker@lcsc.edu; 792-2553

SPECIAL EDUCATION: PARAPROFESSIONAL TO TEACHER
This major is pending approval by the State Board of Education. Contact the Education Division for more information.

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.

INTERDISCIPLINARY STUDIES
The Interdisciplinary Studies major permits students the opportunity to design a course of study to satisfy personal and career goals. Students interested in an academic area within the Interdisciplinary option MUST contact the division office of the discipline they intend to pursue as their primary area of study. See the Academic Dean section for additional information on this major.

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.

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 kindergarten through 12 (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 order listed on the Gifted/Talented Education minor Program Plan.

READING MINOR AND TEACHING ENDORSEMENT, GRADES K-12
The K-12 Reading 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 practica that provide candidates opportunities to work with a wide variety of readers. Students should see an advisor for assistance with course selections for a Reading Endorsement. Students must pass the Praxis II exam #0300 “Reading Specialist”. Students graduating from the 2008-09 on-line catalog should contact the Education Division for current minor program requirements.

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 Reading minor. Students must pass both Praxis II exams for “Education of Exceptional Students” #0353 and #0542. Effective September 1, 2006, 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.”

MINORS

CHEMICAL DEPENDENCY COUNSELING
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

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 preservice and practicing K-12 teachers, as well as technical support for the division’s students and teachers, are provided by the program’s technologists, instructors, and director.

ASSESSMENT

COMPASS 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 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.

IDAHO TECHNOLOGY PERFORMANCE ASSESSMENT (ITPA)
As a means to ensure that teachers adequately demonstrate skills to integrate technologies into instruction, the Idaho State Board of Education requires formal assessment as part of the credential process. To meet this requirement, LCSC’s teacher education students must pass the Idaho Technology Performance Assessment (ITPA) as a part of their initial certification program. The ITPA assesses both basic technology skills and understanding of how to integrate technology into teaching and learning. Students take the ITPA after they have been admitted to the Teacher Education Program and before they complete their internship year. The ITPA consists of five “tasks,” each of which takes from 30 to 60 minutes to complete. The five tasks provide evidence of skill and the ability to integrate the areas of computer operations, word processing, spreadsheet/database, graphics, electronic presentations, and e-mail/www.

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 fi nal 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.

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, pass the Praxis II subject specialty exam in their area as required by the state of Idaho, and pass the Idaho Technology Performance Assessment (ITPA). 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 LCSC admissions office and registrar have 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 any general education requirement.

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:

• Appropriate conduct as a professional
• Knowledge of the foundations of the profession
• Expertise in all subjects taught
• Skills as an educational designer
• Skills as an educational facilitator
• Skills as an educational evaluator
• Capacity for reflective practice

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

TEACHING INTERNSHIP INFORMATION
The Teaching Internship is a two-semester sequence of integrated course work and field experiences. Over the course of the two 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 before an internship placement will be considered. A grade of “B-” or better is required for all professional education Phase II and Phase III course work. Students must meet the qualifying score on their Praxis II exams in order to enter the internship experience.

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 Internship II, 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.

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

Idaho Comprehensive Literacy Assessment $90

Idaho Technology Performance Assessment $50

Praxis II Exam: Elementary Ed: CK $115

($40 registration + $75 test)

Praxis II Exam: PLT: Grades K-6 or 5-9 $125

($40 registration + $85 test)

Idaho State Teacher Certification $115

($75 application/$40 fingerprinting)

Washington State Teacher Certification $120-135

($55-70 application/$65 fingerprinting)

Secondary Education

COMPASS Test (undergraduates only) $15

Application to the Teacher Education Program $30

Praxis II Content Specific Exams $115

($40 registration + $75 test)

(a separate Praxis exam is required for each content area teaching field)

Idaho Technology Performance Assessment $50

Idaho State Teacher Certification $115

($75 application/$40 fingerprinting)

Washington State Teacher Certification $120-135

($50-70 application/$65 fingerprinting)

Special Education
Praxis II exams:

Ed of Exceptional Students: Core Content Knowledge $100

Ed of Exceptional Students: Mild to Moderate $115

ADVISING
Secondary Teacher Certification candidates must have two advisors, one for their academic major and one for secondary certification.

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).

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.

STUDENT EDUCATION ASSOCIATION
The LCSC Student Education Association (SEA) seeks to assist students in their quest to become certified teachers by providing valuable information and opportunities related to teaching and the teaching profession. The club keeps members informed of college, state, and national requirements and standards, scholarship and employment opportunities, promising ideas and practices for improving teaching and learning, and provides a conduit for member input at the local, state and national levels.

KINDERCOLLEGE

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

RATES Students (taking 6 credits or more)
	Infants	Toddlers	Preschool
Daily	$23.00	$21.00	$19.00
Monthly	$425.00	$375.00	$325.00
Community
Monthly	Infants	Toddlers	Preschool
	$525.00	$475.00	$425.00

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.