Lewis-Clark State College
Teacher Education Programs

Division of Education
Dr. Jannette Hill, Division Chair
500 Eighth Avenue, Lewiston, ID 83501
Phone: 208.792.2260

Elementary Teacher Education
Dr. Gwen Taylor, Program Coordinator
500 Eighth Avenue, Lewiston, ID 83501
Phone: 208.792.2263

Secondary Teacher Education
Dr. Lana Elliott, Program Coordinator
500 Eighth Avenue, Lewiston, ID 83501
Phone: 208.792.2093

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Standard One: Candidate Knowledge, Skills, and Dispositions

Content Knowledge for Teacher Candidates

Candidates in Lewis-Clark State College’s teacher preparation programs develop in-depth knowledge of the subject matter that they plan to teach. The unit assesses content knowledge in multiple ways throughout its programs. In addition, the state requires all candidates to demonstrate their mastery of content knowledge through qualifying scores on PRAXIS II exams and on the Idaho Technology Performance Assessment. The state also requires that all elementary education candidates and all secondary education candidates who intend to teach reading pass the Idaho Comprehensive Literacy Assessment.

State Requirements

PRAXIS II Exams

Beginning September 2005, the Idaho Department of Education required teacher candidates to demonstrate subject matter expertise by earning qualifying scores on the PRAXIS II content area assessments. The LCSC Teacher Education Program requires candidates to have passing scores on their PRAXIS content area exams prior to entry into Internship II, thus our success rate for program completers on the PRAXIS exams is 100%. The following table shows the required tests for LCSC Teacher Education Programs along with the number of program completers who have taken each test and mean scores for each test. Currently data concerning overall pass rates for state institutions are not available.

Table 5
PRAXIS Unit Pass Rate for Program Completers 2003-2005


Source: Educational Testing Service Institutional PRAXIS score reports. prepared by par

Idaho Technology Performance Assessment (ITPA)

To be certified as a teacher in Idaho, candidates must pass the Idaho Technology Performance Assessment (ITPA). The ITPA consists of six computer-based tasks that assess both content and pedagogical knowledge. The six tasks are:

Table 6
Pass Rates for the Idaho Technology Performance Assessment (ITPA)


Source:      Education Division Databases,   prepared by par

Idaho Comprehensive Literacy Assessment (ICLA)

To be recommended for certification, all elementary candidates and secondary candidates who will teach reading must pass the ICLA, Idaho Comprehensive Literacy Assessment. The ICLA consists of three standards: 1) Language Learning and Literacy Development, 2) Reading Comprehension Research and Best Practices, and 3) Literacy Assessment and Intervention. The ICLA tests both content and pedagogical knowledge. Candidates must score 70% on each standard to pass. Candidates may retake the exam until the required score is reached.

Table 7
Pass Rates for Idaho Comprehensive Literacy Assessment Scores


Source: IDread – University of Idaho           prepared by cjn & kw

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Unit Requirements

Basic Skills

In order to be admitted to our programs, elementary and secondary undergraduate candidates must meet or exceed required qualifying scores in math, writing, and reading on the COMPASS test of basic skills. Candidates must score 66 on the pre-algebra exam, 75 on the writing exam, and 80 on the reading exam. Candidates who do not earn qualifying scores during the process of admission to the institution are required to retake the exam until this requirement is met. Typically candidates who do not meet qualifying scores are denied admittance into the program. In some circumstances they petition this requirement and are granted provisional admittance into the program while continuing to prepare themselves to meet the requirement for full admittance. The COMPASS may be retaken until appropriate scores are attained. Candidates who enter a program as post-baccalaureate are not required to take the COMPASS.

Grade Point Average

General core content knowledge is assessed based on GPA. Both secondary and elementary candidates must establish a 2.75 GPA (on a 4 point scale) prior to admission to our teacher education programs. Secondary candidates must also have a 3.0 GPA in their major area(s). Once candidates have been admitted to the program they are required to pass all education courses with a B- or better. Courses may be repeated until requirements are met.

Table 8
Candidates’ Mean GPA


Source: LCSC Student Database, 10/5/05,    prepared by par

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Internship Experience

All elementary and secondary candidates complete a yearlong internship. Candidates are assessed using the Evaluation of the Intern’s Dispositions For Teaching [PDF], Evaluation of Intern Performance-Teaching A Lesson [PDF], Evaluation of Teaching-Secondary [PDF] and the Evaluation of Intern Performance-Standards-Based Review [PDF] forms, which parallel or support the unit's standards.

The assessment scales consist of four categories:

A rubric defining the four categories is presented to candidates during the Internship I orientation session and is included in the Internship Handbook.

Cooperating teachers called on-site teacher educators (OSTEs) and faculty supervisors provide regular formative and summative assessments throughout the year. Each elementary intern receives a minimum of ten formal assessments by her/his faculty supervisor. Each secondary intern receives a minimum of eight formal assessments by her/his faculty supervisor. While scores of 2 (Developing) are considered acceptable at the beginning of Internship I, scores of 3 (Proficient) or better are expected by the completion of Internship I. A candidate who consistently earns a score of 2 after mid-term of Internship I must meet with her/his faculty supervisor to rectify the situation. The Director of Field Experience and/or the Program Coordinator may be included in the meeting.

Copies of candidate evaluation forms are found in candidates' files, in each candidate’s portfolio/e-folio (electronic portfolio), and in the office of the Director of Field Experience. When a candidate graduates, the materials in the Field Experience office files are transferred to her/his file in the Education office. After a year, these files are archived.

The Content Specialist standard allows candidates to demonstrate that they have in-depth knowledge of the subject matter they plan to teach.

During the internship experience both the faculty supervisor and the OSTE evaluate the candidate. The average scores of the final assessment for interns completing the program during the previous two years, show that both faculty supervisors and OSTEs assessed candidates as proficient to exemplary as Content Specialists.

Table 9
Final Internship Assessment Comparison: Content Specialist


4=Exemplary, 3=Proficient, 2=Needs Improvement, 1=Inadequate
Source: Candidate Files in Field Experience Office,  prepared by gt
* Based on 97% of candidate files                                  ** Based on 93% of candidate files             

Portfolio

All candidates must submit a portfolio or e-folio (electronic portfolio) at the end of their internship experience, documenting that they have demonstrated a level of competence appropriate for beginning teachers on all program standards. The portfolios are organized according to the seven required standards that are aligned with our Conceptual Framework. Each elementary candidate creates an Evidence of Professional Competence document during the internship year that becomes one part of his/her portfolio. For each standard, candidates provide evidence that they are performing and growing in appropriate ways as a professional. After the candidate identifies a performance and lists it on this form, the classroom teacher, mentor, or any appropriate professional, verifies the candidate's performance.

Using the Evaluation of Professional Portfolio [PDF] form, the portfolio is assessed by two faculty members and then presented during the Exit Interview [PDF] at the conclusion of the internship year. Candidates must earn a score of 3- or better on all of the standards for successful program completion. The Content Specialist standard requires candidates to demonstrate their knowledge of the subject area(s) and their understanding of how to teach content in a meaningful manner.

Exit Interview

All teacher education interns must pass an Exit Interview. The Exit Interview team consists of the faculty supervisor, OSTE, and an additional teacher preparation faculty member. During the Exit Interview interns are asked questions that allow the team members to review the intern’s portfolio/e-folio and evaluate evidence of proficiency in areas represented by our program standards. Candidates’ responses are assessed using the Evaluation of Exit Interview form. The same rating scale reported above is used for the Exit Interview in the elementary program. A pass/fail designation is used in the secondary program. A score of 3- or better or a “yes” response on all sections of the Evaluation of Exit Interview [PDF] form is required for successful program completion.

The Exit Interview provides candidates with opportunities to describe their beliefs about teaching and learning, and to elaborate on their understanding of professional responsibilities. Furthermore, candidates can expect questions and discussion concerning human development and how they might provide learning experiences specific to the developmental needs regarding the social, intellectual, and physical development of their students. At the end of the interview, the team must agree that the intern has successfully demonstrated competency as a Content Specialist.

In addition, we survey graduates and employers through questionnaires and telephone interviews one year after graduation (Graduate Survey [PDF], Employer Survey [PDF]). The questions are aligned with our program standards. Graduates are asked, “How would you rate your knowledge of the content skills related to the subjects you teach?” Principals are also asked to rate the graduate’s knowledge of the content and skills taught. Results show that graduates and employers agree that LCSC’s teacher education graduates are proficient to exemplary in their knowledge of content.

Table 10
Graduate Survey: Content Specialist


4=Exemplary, 3=Proficient, 2=Needs Improvement, 1=Inadequate
Source: Education Division Database, prepared by gt

Program Requirements: Elementary (K-8)

Candidates learn basic subject matter knowledge as they complete the general education core requirements. Candidates must successfully complete courses in English, communication, math, arts, natural sciences, and social sciences; these core courses parallel the certification requirements outlined in the Idaho Certification Manual and the Idaho Standards for Initial Certification of Professional School Personnel, and are listed on the Elementary Education Degree Requirement Checklist [PDF].

MATH 157/257 is a two-semester course sequence required for all elementary candidates. To be placed in MATH 157, Math for Elementary Teachers I, students must score a 66 on the COMPASS pre-algebra exam and a 61 on the algebra portion of the exam. Students who cannot perform at this level must take developmental math courses prior to entering the required MATH 157/ 257 sequence.

Elementary education candidates become familiar with a variety of instructional technologies in ED 323 Professional Strategies for Teaching (K-8). This course provides them with the knowledge and skills needed to integrate technology into instruction effectively.

Elementary education candidates develop a Candidate Work Sample (instructional unit) during ED 426, Professional Internship in Education (K-8) I. The CWS provides evidence that the candidate understands the content and can create appropriate and meaningful learning experiences using that content knowledge.

Candidates are required to take RE 401 Phonemic Awareness/Phonics Workshop which presents basic information regarding language development. A pretest and posttest determines the level of candidates’ success and helps prepare them for standard one of the Idaho Comprehensive Literacy Exam.

During the professional studies phase of the elementary program, candidates are involved with two literacy practicum experiences (RE/SE319 [PDF] and RE/SE 325) where the content knowledge they are learning in accompanying courses (RE/SE 320 Understanding Literacy Processes [PDF] and RE/SE 324 Assessment of Literacy Development) is applied to the design, facilitation, and assessment procedures they use with children. The practicum experiences have extensive supervision by faculty who assess candidates’ content and pedagogical knowledge and skills.

Program Requirements: Secondary (6-12)

Secondary candidates must successfully complete required courses in English, natural sciences, math, kinesiology, and social sciences that parallel the requirements outlined in the Idaho Certification Manual and the Idaho Standards for Initial Certification of Professional School Personnel, and which are listed on the Secondary Certification Degree Requirement Checklists for English [PDF], Mathematics [PDF], Natural Science [PDF], Social Sciences [PDF], Kinesiology: PE/Health [PDF], and Secondary Post-Baccalaureate [PDF].

Secondary candidates major in their chosen subject area(s) and then apply for the additional two-semester certification program during the last term of their senior year. To be admitted to the secondary program, candidates must maintain a 3.0 (B) average in their content field(s) in addition to a 2.75 (C+) average in the general education core requirements. To earn a secondary certificate, a candidate must meet the Idaho State Department of Education requirements for a single teaching field, which is a minimum of 45 semester credits of specified content area coursework, or two teaching fields, which is 30 credits of specified coursework in a major area and 20 credits of specified coursework in a minor area.

The Secondary Education Program initiated the Candidate Work Sample (CWS) with the 2004-2005 cohort whereby candidates demonstrate their knowledge of the content area(s) and their ability to deliver meaningful instruction. The CWS is introduced primarily in their ED 456/457 Content Methods (English, Mathematics, Natural Sciences, Social Sciences, Kinesiology/PE/Health, and Secondary Post-Baccalaureate) coursework, developed and applied throughout the Intern I and Intern II experiences in the field. It consists mainly of two components:  1) a demographic piece which prepares the candidate regarding the learning environment, and 2) a teaching unit. Many interns have the opportunity to develop their CWS in collaboration with their on-site teacher educator (OSTE) in preparation to teach it the following semester of their Internship II experience. The CWS is assessed by the faculty member teaching the methods course, by peers during micro-teaching, by the faculty supervisor while in the field, and the intern's OSTE during its development and implementation. The 2004-2005 cohort chose all or specific sections of the CWS and integrated them into the appropriate LCSC Professional Standards in their e-folio.

Candidates also demonstrate their content knowledge and their ability to deliver it effectively through the lesson plans they develop and related micro-teachings in ED 454: General Teaching Strategies, where they write lessons that integrate various instructional models into their content teaching. They must also integrate literacy strategies into their specific content areas and perform a lesson in RE 422: Reading in the Content Area. They also develop lesson plans in PSYC 205: Developmental Psychology where they integrate Gardiner’s multiple intelligences into their content teaching. These lesson designs and implementation are demonstrated in their e-folio (electronic portfolio) that is completed and presented as partial requirement for certification.

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Pedagogical Content Knowledge

Our teacher candidates reflect a thorough understanding of pedagogical content knowledge delineated in professional, state, and institutional standards. They have in-depth understanding of the subject matter that they plan to teach, allowing them to provide multiple explanations and develop appropriate instructional strategies so that all students learn. They present the content to students in challenging, clear, and compelling ways and integrate technology appropriately. Pedagogical content knowledge is evaluated throughout our teacher preparation programs, from state required standardized exams, to coursework requirements, to faculty supervisor and on-site teacher educator (OSTE) observations, to self-assessments during the internship experience.

State Requirement

PRAXIS II exam

Elementary education candidates are required by the state to pass one of the PRAXIS II pedagogy exams.

Table 11
PRAXIS Unit Pass Rate for Program Completers 2003-2005


Source: Educational Testing Service Institutional PRAXIS score reports. prepared by par

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Unit Requirements: Elementary and Secondary Education

Knowledge of human development and learning is taught in both PSYC 205 Developmental Psychology and PSYC 321 Educational Psychology [PDF]. In Developmental Psychology, candidates demonstrate knowledge of human development through tests, quizzes, and case studies (Child/Youth Observation paper). In Educational Psychology candidates create lesson plans in which they demonstrate that they are able to integrate the theories of Howard Gardner and Nel Noddings, for example, into a coherent design that conforms to our Conceptual Framework by teaching about caring.

In PSYC 321 candidates also write a Fundamental Curriculum Essay that synthesizes their beliefs about the purpose of schooling. In this course they link the various educational theories with our conceptual framework and apply that knowledge to classroom instruction. Essays and lesson plans show that candidates can apply the principles of human development when planning for learners. Educational Psychology also introduces candidates to a variety of research based best-practices and instructional strategies. Assessment is based on course exams and projects.

While PSYC 205 Developmental Psychology provides candidates with the foundational knowledge of human development from a western orientation perspective, another course, ANTH 311 Culture and Education [PDF] , approaches human development and learning from other cultural perspectives. Health and Kinesiology majors may substitute KIN 420 Social/Cultural Aspects of Sports [PDF] for ANTH 311. In KIN 420 candidates investigate the interrelationship among sports, culture, and society.

ED/PSYC 318, Assessment of Learning, provides candidates with knowledge and skills related to assessment techniques. Candidates develop an understanding of how to use assessment techniques to plan appropriately for instruction and to judge the effect of their instruction.

SE 322 Inclusionary Strategies [PDF] provides both content knowledge and pedagogical knowledge regarding appropriate teaching strategies for students with a variety of special needs. Assessment is through course exams and projects.

KIN 467 Physical Activity and Recreation for Individuals with Special Needs [PDF], is a course secondary Health and Kinesiology majors substitute for SE 322 Inclusionary Strategies. KIN 467 provides candidates with knowledge about the categories of exceptionality including the causes, characteristics, psychomotor assessment and treatment. Course assessment is through case studies, teaching presentations and faculty observation of candidates.

Knowledge of technology is a critical component of both the Elementary and Secondary Programs. All interns must pass the Idaho Technology Performance Assessment (ITPA) required by the State Department of Education for certification. As a result, ED 453 Media and Technology for Teaching is a required course for secondary candidates and ED 323 Professional Strategies for Teaching (K-8) is a required course for elementary candidates. Assessments used in these courses are linked to required technology standards in both programs.

Internship Experience

In addition to Content Specialist, we have two standards that address competencies related to the use of pedagogical content knowledge: Educational Designer and Educational Facilitator. Internship evaluations using our standards-based forms are an important assessment of candidates’ use of pedagogical knowledge. The mean scores for Educational Designer and Educational Facilitator on the final assessments for the previous two years show that the faculty supervisors and OSTEs rated candidates proficient to exemplary on the standards Educational Designer and Educational Facilitator.

Table 12
Final Internship Assessment Comparison: Educational Designer and Educational Facilitator


4=Exemplary, 3=Proficient, 2=Needs Improvement, 1=Inadequate
Source: Candidate Files in Field Experience Office,    prepared by gt
* Based on 97% of candidate files                 ** Based on 93% of candidate files

Portfolio

All candidates must present a portfolio/e-folio at the end of their yearlong internship experience. Evidence to support the candidate’s competency as a Knowledgeable Professional, Educational Designer, and Educational Facilitator (as well as the other four standards) must be presented in the portfolio/e-folio. The portfolio is assessed using the Evaluation of Professional Portfolio Form [PDF]. Candidates must score a 3- or better on all areas to successfully complete the program.

Exit Interview

All candidates must participate in an end-of-program Exit Interview where all areas of professional competence are assessed, including pedagogical knowledge. The Evaluation of Exit Interview [PDF] form is used for assessment purposes and an elementary candidate must score a 3- or better while a secondary candidate must have a “yes” on all areas, including knowledgeable professional, to successfully complete the program. Records of candidates’ Exit Interview performances are available in each candidate’s file.

Survey

We survey graduates and employers through questionnaires and telephone interviews one year after graduation (Graduate Survey [PDF], Employer Survey [PDF]). The questions are aligned with our program standards. Graduates are asked, “How would you rate your knowledge of the profession and processes of learning?” Principals are also asked to rate the graduate’s knowledge of pedagogy. Results show that graduates and employers agree that LC’s teacher education graduates are proficient to exemplary in their knowledge of pedagogy.

Table 13
Graduate Survey: Knowledgeable Professional


4=Exemplary, 3=Proficient, 2=Needs Improvement, 1=Inadequate
Source: Education Division Database,   prepared by gt

Graduates are also asked, “How would you rate your ability to design effective lessons for your students?” Employers are asked the same question about their employees. The results show that graduates are proficient to exemplary with the instructional design aspect of pedagogical knowledge.

Table 14
Graduate Survey: Educational Designer


4=Exemplary, 3=Proficient, 2=Needs Improvement, 1=Inadequate
Source: Education Division Database, prepared by gt

The third aspect of pedagogical knowledge assessed with the graduate/employee survey is use of technologies. Graduates are asked, “How would you rate your ability to integrate media and technologies into teaching and learning?” Employers are asked the same question. The results show that graduates are proficient to exemplary with using technology for instructional purposes.

Table 15
Graduate Survey: Integration of Technology


4=Exemplary, 3=Proficient, 2=Needs Improvement, 1=Inadequate 
Source: Education Division Database, prepared by gt

Program requirements: Elementary Education (K-8)

RE 320 Understanding Literacy Processes [PDF] provides models for candidates in a variety of instructional strategies for teaching literacy. In RE 319 Field Experience in Education I [PDF], candidates are provided with opportunities to practice these instructional strategies in area classrooms. The faculty member responsible for RE 319 assesses candidates’ ability to effectively use appropriate instructional strategies for literacy learning.

A six-credit course, ED 323 Professional Strategies for Teaching (K-8) is designed to provide candidates with knowledge about a variety of instructional strategies. Candidates have opportunities to practice using these strategies by teaching peers. Using a rubric, both faculty and peers provide assessment for the micro-teaching experiences. ED 323 has a strong technology component. Candidates’ ability to use technology effectively is assessed by faculty teaching the course.

RE 324 Assessment for Literacy Development provides opportunities for candidates to assess elementary students’ literacy learning and plan instruction for them based on these assessments. The accompanying RE 325 Field Experience in Education II course provides opportunities for candidates to teach children using appropriate instructional strategies. The faculty member responsible for RE 325 assesses candidates’ abilities to effectively assess students and use appropriate instructional strategies for literacy learning. Sharing results of these experiences with students’ parents is a course requirement.

Candidates’ ability to use appropriate instructional strategies in literacy is also assessed on the Idaho Comprehensive Literacy Assessment. The third section of each of three standards requires a narrative response dealing with appropriate instructional strategies for an elementary classroom setting. A state team of literacy professionals assesses this exam.

In RE 217 Children’s Literature & Storytelling, candidates receive information about instructional strategies for using literature in reading programs. During RE 217 candidates have opportunities to discuss and practice these instructional strategies with peers. The faculty member responsible for the course assesses students’ understanding of the identified instructional strategies.

Program requirements: Secondary Education (6-12)

Secondary candidates demonstrate their general content and pedagogical knowledge and their ability to use it effectively through the lesson plans they develop and related micro-teachings in ED 454 General Teaching Strategies, RE 422 Reading in the Content Area, and PSYC 321 Educational Psychology [PDF]. They must also demonstrate their ability to integrate literacy into the content area as a means to increase the literacy proficiency of their students.

In RE 422 Reading in the Content Area, candidates learn how to design lesson plans that apply a variety of literacy instructional strategies intended to promote critical thinking and problem solving. Candidates are required to micro-teach one lesson in the field and another lesson in the class that integrates a literacy strategy into their content area. Using a rubric, candidates’ performances are assessed by their OSTE, college supervisor, peers, and course instructor.

In ED 454 Teaching Strategies, candidates learn a minimum of six instructional models to use when designing lessons. They learn the lecture, cause and effect, concept teaching, inquiry, and various other models.

Ed 456/457 Content Methods (English, Mathematics, Natural Sciences, Social Sciences, Kinesiology/PE/Health, and Secondary Post-Baccalaureate) is integral to learning additional instructional strategies specific to the candidate’s specialty content area(s). During content methods, candidates learn how to develop the Candidate Work Sample (CWS) which follows them throughout their two-semester internship, ED 458/ED 460, as it is designed and implemented in the field. Candidates must demonstrate through their CWS their knowledge, skills, and dispositions regarding the development of instructional strategies designed to appropriately develop students’ critical thinking, problem solving and performance skills. The CWS is integrated into their electronic portfolios, which are located on their websites or on CDs inserted into their three-ring binder for the State Education Self-Study Report.

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Professional and Pedagogical Knowledge and Skills

Our teacher candidates reflect a thorough understanding of professional and pedagogical knowledge and skills delineated in professional, state and institutional standards. They recognize the importance of considering family and community in designing meaningful, relevant learning experiences. They know that their primary responsibility as educators is to facilitate learning for all students and that the practice of reflection is a critical component of effective instruction.

Unit Requirements

Portfolio

All candidates must provide evidence of their ability to create learning experiences that make aspects of their subject matter meaningful for learners, to reflect on their practice and to adjust instruction based on assessments of student learning. Three standards, the Knowledgeable Professional, the Educational Evaluator and the Reflective Professional, require candidates to demonstrate competencies in professional and pedagogical knowledge and skills. Using the Evaluation of the Professional Portfolio [PDF] form, the portfolio/e-folio is assessed by two faculty members and then presented during the Exit Interview at the conclusion of the internship year. All sections of the portfolio/e-folio must earn a score of 3- or better for successful program completion.

Exit Interview

The Exit Interview provides candidates with opportunities to describe their beliefs about teaching and learning and elaborate on their understanding of professional responsibilities. Furthermore, candidates can expect questions and discussion during their Exit Interview concerning human development and how they might provide learning experiences specific to the developmental needs regarding the social, intellectual, and physical development of their students. Candidates’ responses are assessed using the Evaluation of Exit Interview [PDF] form. A score of 3- or better or a “yes” designation on all sections of the Exit Interview is required for successful program completion.

Survey

In addition to the graduate survey questions reported on earlier, related to pedagogical knowledge,graduates were asked, “How would you rate your ability to reflect and self-evaluate for the purpose of improving your instruction?” Principals were asked the same question regarding the graduates’ knowledge. Results show that both graduates and employers agree that teacher education graduates are proficient to exemplary in their preparation related to the reflective aspect of professional and pedagogical knowledge.

Table 16
Graduate Survey: Reflective Professional


4=Exemplary, 3=Proficient, 2=Needs Improvement, 1=Inadequate
Source: Education Division Database, prepared by gt

Program requirements: Elementary Education (K-8)

ED 323 Professional Strategies for Teaching (K-8) provides numerous opportunities for elementary candidates to develop their understanding of human development and learning. Candidates write a reflection on theoretical perspectives. Candidates participate in microteaching experiences, where they design appropriate lessons, model them for peers, and collect feedback from faculty members, peers, and self. Candidates’ professional dedication and ability to reflect on best practices is established in a required Teacher As Researcher Project.

During the ED 426 Internship I experience, elementary candidates write a Literacy Autobiography that requires them to reflect on personal literacy development. In addition, candidates relate their own literacy learning experiences to what they are observing in children in classroom settings, compelling them to attend to issues of human development and learning.

Knowledge of human development and learning is also expanded in SE 428 Adaptive Teaching (K-8) I [PDF] and SE 431 Adaptive Teaching (K-8) II [PDF] as candidates plan and deliver instruction to students with identified special needs.

Both ED 426 Professional Internship in Education (K-8) I and ED 429 Professional Internship in Education (K-8) II provide opportunities for candidates to review the Code of Ethics for Idaho Professional Educators and role-play situations (ethical) where ethical decisions related to teaching must be made. A copy of the Code of Ethics for Idaho Professional Educators is located in the Elementary Internship Handbook. In addition, a CD answering questions dealing with this Code of Ethics posed by in-service educators is distributed to candidates. During these two courses candidates also role-play situations (diversity) where consideration of a student’s cultural background is necessary prior to making a decision about a course of action.

ED 427 Internship Seminar I and ED 430 Internship Seminar II include culminating activities related to the foundations of education, responsibilities of professionals, and development of learning communities.

Program requirements: Secondary Education (6-12)

In order to effectively develop an inclusive learning environment conducive to literacy in the content area, in RE 422 Reading in the Content Area, candidates learn about the Native American experience and how the world view of other cultures affects human development related to using reading and writing to understand content. They also learn about the minority experience regarding how literacy affects testing results and how to include effective literacy assessment for the benefit of all students. Additionally, they must demonstrate their knowledge of human development in their lesson plans where cultural responsiveness is an integral component to each of the eight lesson plans written.

Because cultural responsiveness is critical to our program, during their ED 458/459 Professional Internship I experience, all interns experience a variety of alternative forms of education. In 2003, all candidates completed a site visit to the Paschal Sherman Indian School located on the Colville Reservation. They observed teachers in their classrooms and talked to students, staff and administration about the effects of culture upon human development and learning. In 2003-2004, candidates visited Lapwai High and Middle School, a public school that is 80% Nez Perce Indian, throughout a period of 10 weeks. They observed classrooms in their content area and wrote their observations in reflective pieces. In 2005, interns again returned to Lapwai for observations. They also visited two alternative schools in Lewiston for six weeks. In addition, candidates are encouraged to attend sessions during Native American Week held yearly on the LCSC campus.

The Candidate Work Sample (Secondary) (CWS) and electronic, professional portfolio (e-folio) additionally reflect candidates' understanding of how to integrate other-culture experiences into their instruction. In the CWS, candidates use a variety of instructional strategies designed to meet the learning needs of all students. Evidence is also provided in their e-folios that is directly related to their awareness of human development by addressing the program's standards of the Educational Facilitator and Designer. For example, the Educational Facilitator 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. An awareness of human development from a variety of other-culture perspectives is critical to facilitate effectively. In addition, the Educational Designer designs and develops learning opportunities that are congruent with how children learn and develop and that are adapted for diverse learners. In order to demonstrate these principles of designer and facilitator, candidates may decide to provide evidence similar to: needs analysis from pretests, formal unit plans and correlation to standards, lesson plans with learning objectives and correlated assessments, materials created for instructional purposes, or evidence of adaptations based on an IEP. They may also choose to provide evidence of effective classroom management techniques that take into consideration the developmental needs of all the students in the classroom.

Secondary candidates are apprised of ethical issues related to education during the orientation session for ED 460/461 Professional Internship in Education II. A copy of the Code of Ethics for Idaho Professional Educators is located in the secondary policy manual. In addition, a CD answering questions dealing with this Code of Ethics posed by in-service educators is distributed to candidates. Candidates are also assessed by faculty supervisors and OSTEs on their ethical behavior as part of the evaluation process. Passing the Dedicated Professional program standard requires evidence of ethical behavior. Candidates have been dismissed from the program based on observations of unethical behaviors.

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Dispositions

The program’s conceptual framework statement, “to prepare caring professionals who teach for understanding in communities of learning,” reflects the dispositions we believe are essential to becoming an effective teacher. Coursework and internships are designed to provide the experiences candidates need to define and develop these dispositions. Candidates’ dispositions are continually assessed during the program, beginning with the pre-professional courses and entrance interview, and concluding with the portfolio and the exit interview. Surveys are used to determine our graduates’ abilities to demonstrate these dispositions in the field.

Candidates are evaluated with regard to:

Pre-professional courses

All candidates are formally assessed on their respect and concern for all learners, their commitment to the profession and their ability to reflect in the ED 214, Principles of Education/Field Experience course when cooperating teachers evaluate candidates after the first field experience using the Evaluation of Phase I Practicum Experience [PDF] form.

If a faculty member is concerned about some aspect of a candidate’s disposition toward teaching, s/he can complete a Para-competency form. Para-competency forms provide a record of questionable behaviors displayed by candidates. The area of concern is documented on the form and discussed with the candidate, then the form is placed in the candidate’s file. If a candidate accumulates three para-competencies prior to admittance into the program, s/he may be denied admittance. Should a candidate accumulate three para-competencies while in a program, a conference with him/her, the advisor, the Program Coordinator and the Director of Field Experience is convened to determine a way to address the area of concern.

Entrance Interview

Respect for all learners, dedication to the profession, and capacity for reflection are again assessed through questions posed by the panel of professionals during the candidate’s Entrance Interview Evaluation (form [PDF]). Prospective candidates who score below twelve points (out of twenty) during the Entrance Interview are required to meet with the Director of Field Experience and their advisor to determine if admittance into the program would be appropriate.

Professional Studies

Several courses in our programs are specifically designed to provide candidates with knowledge about how students differ in their learning styles and how to provide appropriate learning opportunities for all learners. A knowledge base is developed in ED/PSYCH 321 Educational Psychology [PDF], ANTH 311 Culture and Education [PDF] or KIN 420 Social/Cultural Aspects of Sports [PDF] for Health & Kinesiology majors, SE 322 Inclusionary Strategies [PDF], or KIN 467 Physical Activity and Recreation for Individuals with Special Needs [PDF] for Health & Kinesiology majors, SE 428 Adaptive Teaching (K-8) I [PDF], SE 431 Adaptive Teaching (K-8) II [PDF], and SE 407 Adaptive Teaching (6-12) [PDF]. In addition to gaining academic knowledge, candidates are expected to demonstrate their ability to adapt instruction throughout the program.

ED/PSYCH 321 Educational Psychology [PDF] requires candidates to develop two comprehensive lesson plans in which they demonstrate their understanding of teaching to the eight intelligences as identified by Howard Gardner.

ANTH 311 Culture and Education [PDF] guides candidates as they explore cultural issues and develop an understanding of cross-cultural perspectives. Candidates are assessed on their ability to understand cross-cultural perspectives and apply this understanding to teaching and learning. Assessment is through exams, micro-themes, research papers and class discussion.

Health and Kinesiology majors may substitute KIN 420 Social/Cultural Aspects of Sports [PDF] for ANTH 311. In KIN 420 candidates investigate the interrelationship among sports, culture, and society. Assessment is based on course exams and papers written about soci-cultural factors influencing and affected by sport.

In SE 322 Inclusionary Strategies [PDF], candidates focus on supporting students with special needs and how to effectively plan instruction. In this course, candidates are provided with specific knowledge about identifying, planning, and assessment of students with special needs. Candidates are assessed in this course by exam, class participation, a Families Together Weekend Field Experience Reflection, a Discovery Project, and an Adapted Lesson Plan.

KIN 467 Physical Activity and Recreation for Individuals with Special Needs [PDF], is a course secondary Health and Kinesiology majors substitute for SE 322 Inclusionary Strategies. KIN 467 provides candidates with knowledge about the categories of exceptionality including the causes, characteristics, psychomotor assessment and treatment. Course assessment is through case studies, teaching presentations and faculty observation of candidates.

SE 428 [PDF], SE 431 [PDF], and SE 407Adaptive Teaching [PDF] are specifically designed to guide candidates in identifying students with special and diverse needs who would benefit with adaptations for learning. These courses parallel the internship experience, so candidates are applying their knowledge and skills in a classroom setting. After shadowing a person with identified special needs, candidates develop and implement a plan for providing appropriate learning experiences. The faculty member responsible for the course, the faculty supervisor, and the on-site teacher educator are involved in guiding and assessing candidates' experiences in adapting instruction for individual needs. (adaptive teaching project for K-12 candidates, student motivation project for 6-12 candidates)

In addition, during RE 319 Field Experience in Education I [PDF], elementary candidates collect anecdotal records as they provide literacy instruction for children. Based on these anecdotal records, candidates plan and develop appropriate instructional activities for the identified, individual needs of each child. During RE 325 Field Experience in Education II, elementary candidates provide literacy tutorials for children. Candidates must not only assess students' strengths and challenges but also develop plans based on idiosyncratic needs of the children and provide instruction according to their plans.

During the first semester of internship, elementary candidates have the experience of adapting math instruction for one student in their elementary classroom who has been identified as a child with math anxiety. (Math Anxiety Projects)

A big book that is produced by each elementary candidate during ED 426 Internship I is shared as a read-aloud session with the elementary students at Lapwai Elementary School on the Nez Perce Indian Reservation. As candidates design their big book, plan their read-aloud presentation, and implement the session, their awareness regarding cultural considerations for teaching increases. A faculty member assesses this project. Samples of candidates’ big books are displayed in the evidence room.

In ED 454 Professional Strategies for Teaching (6-12) secondary candidates are required to develop curriculum that specifically addresses special and diverse needs. Candidates are taught how multiple intelligences can be integrated into instruction so as to motivate student learning according to their special gifts, talents, and interests.

Our candidates also have numerous opportunities to develop their skills as collaborative professionals through their coursework assignments. Requirements in courses such as HLTH 215 Health Science [PDF], ED 321 Educational Psychology [PDF], ED 323 Professional Strategies for Teaching (K-8), ED 454 Professional Strategies for Teaching (6-12) and ED 457 Content Methods K-12: Health/Physical Education include working in teams. The candidate work sample (elementary) that is developed and presented during ED 426 Professional Internship I is a team-developed assignment. Elementary candidates are assessed on their ability to work effectively with colleagues during these experiences. RE 325 Field Experience in Education II provides opportunities for elementary candidates to assess children's reading strengths and challenges. Candidates have the opportunity to share this information with children's parents at the conclusion of the course. The faculty member responsible for the course assesses this experience.

Internship Experiences

One goal of the program's yearlong internship, ED 426/ED458 Internship I and ED 429/ED 460 Internship II, is to provide candidates with a realistic vision of the teaching profession, what it means to be a professional and how to build communities of learning. With a yearlong experience, candidates have opportunities to become involved in establishing professional relationships by participating in open houses, parent-teacher conferences, child-study team meetings, school-wide spelling bees, recruiting parent volunteers, finding guest speakers and all of the other aspects that require partnering with those other than the classroom students.

Candidates' knowledge base about the value of partnerships in education is provided through considerable modeling during our programs. Each program has an Advisory Committee that meets each year. (Elementary Advisory Committee Roster [PDF]; Secondary Advisory Committee Roster [PDF]) The program team discusses recommendations made by each committee. When feasible, changes are made following the Advisory Committee's recommendations. The Advisory Committee is key in communicating the program's goals with the community and receiving feedback regarding how local constituents view the program.

Faculty members partner with the local schools as they make presentations for special occasions such as Read Across America. One of our faculty members serves as a representative on the area Partnership In Education Committee. This committee works year round to develop the fall PIE (Partnerships in Education) conference. A number of our faculty members make presentations at this conference each year.

During Internship I and II local teachers and administrators are invited on campus as speakers. Topics shared by local professionals include but are not limited to ENVOY, Inquiry-Based Learning, Interviewing Procedures, Four Square Writing, and Professional Standards in Idaho. Interns experience the value of partnership when they join with local teachers to plan, facilitate, and assess learning during a yearly Space Day experience for area sixth-grade students. Interns also partner with area sixth-graders for an outdoor education experience, Camp Wooten, during the spring in Clarkston and Camp Whitman during the fall in Lewiston.

Community members outside the field of education also share expertise during the internship year. For example, the Fish & Game Department provides instruction in Project Wild on a yearly basis.

The theme for ED 427 Professional Seminar: Issues in Education (K-8) I is development of classroom communities. Elementary candidates are involved with reading, reflecting, and discussing concepts dealing with building learning communities in classrooms. Three local elementary teachers team to serve as adjunct faculty for this course. The course is held in these teachers’ classrooms.

Area schools provide secondary interns with many partnership opportunities. Interns are encouraged by the college supervisor and OSTE to attend open-houses, parent/teacher conferences, school board meetings, community social events such as powwows in Lapwai or Cinco de Mayo celebrations within the Mexican community.

One of the middle schools in the district uses a team approach to support student learning where parents are encouraged to actively engage in their child's education. The teams meet regularly to discuss problems and other areas of concern. Interns at this school are included in these meetings and are assigned duties such as Saturday homework days when students must come to school to finish any homework not completed during the week. Interns will also partner with other faculty in the school to participate in curriculum development and State Department of Education events.

In another school, interns are encouraged to partner with faculty in writing grants, attending ad hoc meetings, and helping with drama and music clubs. It is the responsibility of the OSTE and college supervisor to apprise interns of these happenings and how they might selectively engage themselves keeping in mind to not overextend due to their classroom responsibilities.

Ability to reflect on one’s practices is another disposition that is promoted and assessed during the internship. Candidates' participation in events such as the local Partnerships in Education conference, science fair judging, outdoor education experiences with local schools, State Geography Bee facilitation, and Space Day, all demonstrate candidates' commitment and dedication to students and the profession. After participating in these types of professional activities, elementary candidates write about them in their journals which are assessed by each candidate's faculty supervisor using the Evaluation of Reflective Journal [PDF] form. Elementary candidates also have the opportunity to participate in a diversity field experience. At the conclusion of this experience, candidates present a Reflective Paper (Diversity Field Experience) summarizing the learning that took place and how the new learning will impact them as teachers. The Director of Field Experience assesses this assignment. For their diversity experience, 2003-2004 secondary candidates visited Pascal-Sherman Indian Tribal School in Omak, Washington and provided written reflections on their experiences. They also observed 10 instructors on the Nez Perce reservation, providing observation reports.

During the internship, the faculty supervisors and OSTEs assess candidates’ dispositions using our standards-based forms. While identified dispositions are embedded in all seven standards, they are addressed specifically in four standards: Dedicated Professional, Educational Designer, Educational Facilitator, and Reflective Professional. Copies of these assessments can be found in each candidate's file and in the appendix of his/her portfolio/e-portfolio. Candidates also are required to self-assess targeted dispositions.

The following table shows that faculty supervisors and OSTEs are closely aligned in their final assessments of candidates who graduated during the previous two years. Both rated candidates as proficient to exemplary on the four standards: Dedicated Professional, Educational Designer, Educational Facilitator, and Reflective Professional.

Table 17
Final Internship Assessment Comparison: Dedicated Professional, Educational Designer, Educational Facilitator, Reflective Professional


4=Exemplary, 3=Proficient, 2=Needs Improvement, 1=Inadequate
Source: Candidate Files in Field Experience Office,  prepared by gt
* Based on 97% of candidate files                ** Based on 93% of candidate files

Portfolio and Exit Interview

Candidates provide evidence in their portfolios/e-folios and during their Exit Interviews that they have demonstrated that they value and care for their students, have performed in a dedicated manner, have worked to develop communities of learning and have reflected on the effectiveness of their teaching. As stated previously, these dispositions are embedded in all seven standards but are particularly evident in the Dedicated Professional, Educational Designer, Educational Facilitator, and Reflective Professional. Candidates are evaluated using the Evaluation of Professional Portfolio [PDF] form and the Evaluation of Exit Interview [PDF] form. A 3- or better or “yes” (on the Secondary Exit Interview Assessment form) is required on each of these standards for successful completion of the program.

Survey

Questions on the graduate/employer survey that address dispositions are: “How would you rate your dedication to the teaching profession as measured by the level of care and concern you show for your students?”, “How would you rate your ability to interact with children, guide their learning, and create positive learning environments?”, and “How would you rate your ability to honor diverse cultures and incorporate culturally responsive curriculum?”Principals were also asked to rate graduates’ on these issues. Results show that both graduates and employers agree that teacher education graduates are proficient to exemplary in their rating of dispositions.

Table 18
Graduate Survey: Dedicated Professional


4=Exemplary, 3=Proficient, 2=Needs Improvement, 1=Inadequate
Source: Education Division Database, prepared by gt

Table 19
Graduate Survey: Educational Facilitator


4=Exemplary, 3=Proficient, 2=Needs Improvement, 1=Inadequate
Source: Education Division Database, prepared by gt

Table 20
Graduate Survey: Honor Diversity


4=Exemplary, 3=Proficient, 2=Needs Improvement, 1=Inadequate
Source: Education Division Database, prepared by gt

Additional survey questions that address dispositions are the Educational Designer question “How would you rate your ability to design effective lessons for your students?” and the Reflective Professional question, “How would you rate your ability to reflect and self-evaluate for the purpose of improving your instruction?” The charts reporting these data have been presented earlier in this section of the report.

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Student Learning for Teacher Candidates

LCSC teacher candidates and interns develop meaningful experiences to facilitate learning for all students. Teacher candidates accurately assess and analyze student learning, make appropriate adjustments to instruction, monitor student learning, and have a positive effect on learning for all students. Interns reflect on experiences throughout the yearlong internship as well as during field experiences.

Evidence of impact on K-12 student learning such as student artifacts, writing samples, achievement data and other forms of intern assessment are captured in the candidate work samples and portfolios/e-folios. All interns must complete a Student Motivation Project that documents their impact on a selected K-12 student during SE 431 (elementary) [PDF] and SE 407 (secondary) Adaptive Teaching [PDF] courses. For this course requirement all candidates must complete assignments that provide evidence that their teaching has had a positive effect on K-12 learners.

Portfolio and Exit Interview

Three standards; Dedicated Professional, Educational Facilitator, and Educational Evaluator, require candidates to present evidence that they are able to have a positive impact on student learning in their portfolios/e-folios and during their Exit Interviews. Candidates must earn scores of 3- or higher or a “yes” (on the Secondary Exit Interview Assessment form) on all standards prior to program completion.

Survey

There are questions on the graduate survey that address candidates’ abilities to have a positive impact on student learning. One of the questions is: “How would you rate your ability to assess your students’ achievements?” Principals were asked a similar question. Results are shown here.

Table 21
Graduate Survey: Educational Evaluator


4=Exemplary, 3=Proficient, 2=Needs Improvement, 1=Inadequate
Source: Education Division Database,  prepared by gt

Other questions on the survey that deal with candidates’ abilities to have a positive impact on student learning are: “How would you rate your dedication to the teaching profession as measured by the level of care and concern you show for your students?” (see previous table: Dedicated Professional), and “How would you rate your ability to interact with children, guide their learning, and create positive learning environments?” (see previous table: Educational Facilitator). Results show that both graduates and employers agree that teacher education graduates are proficient to exemplary in creating positive learning environments.

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Next: Standard Two

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Last Updated: 6 April 2006