The Secondary PACE (Pathways for Accelerated Certification and Endorsement) Programs are pathways toward secondary teacher certification and endorsement. These pathways are intended for individuals working as para-educators, substitute teachers, for career changers, and for non-traditional students who cannot attend a traditional campus program. To be a viable candidate for this program, the applicant must have acquired a bachelor’s degree.
Each program is individually tailored to the applicant and requirements for completion are based on an initial evaluation of progress toward a degree or based on coursework and experience with youth.
Individuals considering PACE programs should begin by submitting a Request for Transcript Evaluation Form to the Division of Teacher Education, along with copies of all transcripts from higher education institutions.
Transcripts will be evaluated by a Division program assistant and an evaluation report will be emailed to the requestor. The evaluation report identifies content and pedagogy coursework for which the individual might receive credit and includes a list of coursework needed to achieve certification. Also provided are directions for applying to the college and first steps toward class registration.
Evaluation form for the Online Secondary Pathway
Evaluation form for the Mastery Based Pathway
This program is comprised of classes offered with online delivery of content and methodology. Candidates in this program are permitted to complete the field experience coursework and practicum experiences in schools where partnerships with LCSC can be established. The program can begin in any semester; however, field experience and practicum hours may only be earned during sessions when there are access to students to complete the required activities (e.g. traditional school semesters). Each program of study for an applicant is carefully tailored to meet the learning needs in the context which the applicant is planning on taking courses.
Many candidates come into the program already having taken their content specialization coursework and will only need to complete education pedagogy courses. All education pedagogy coursework needed for certification is available online. This format allows us to support teacher candidates in all areas of Idaho, across the United States, and even overseas. Attendance for some courses will require the candidate to attend virtually with classmates. These days and times will be determined to best fit those enrolled in the course based on availability of candidates as well as the course instructor.
This program is designed for individuals who are seeking and will have obtained employment in a school prior to entrance into the program. The program requires a bachelor’s degree, passing the Praxis for the content area in which the endorsement is sought, and the development of an individualized learning plan in conjunction with the school/school district. This pathway varies from the traditional alternate pathways in that applicants will be more self-directed with a strong mentoring component from the school district. Applicants will also be able to vary the time-line in their program with flexible registration and will only be required to complete five performance-based assessments as the fundamental pedogeological coursework. This pathway can be completed in less than a year, while the other pathways typically require multiple terms.
While the delivery of coursework for the PACE Secondary Education Program differs from the on-campus Secondary Education Program, the requirements for completion are *similar for both programs. Please refer to the Secondary Education page for a list of necessary requirements for program completion and achievement of teacher certification.
* Content Competency can be measured by:
** Note: The Mastery-Based pathway is significantly different in coursework requirements. The required modules have been designed to incorporate the Idaho Standards for Initial Certification of Professional School Personnel through practice and experience rather than typical Carnegie Unit coursework.
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