Graduate School Teacher Education Preservice Intern Programs
 



Preservice Programs


Early Childhood / Elementary Intern Program Middle Level / High School Intern Program

Become a Skillful Teacher and an Agent for Positive School Reform

Lewis & Clark College offers an outstanding 12 1/2 to 14-month program that leads simultaneously to a teaching license and a master's degree. The Graduate School of Education and Counseling is accredited by the National Council for Accreditation of Teacher Education (NCATE). At Lewis & Clark, you'll find the following for yourself and learn to develop the same for your students:

  • Dynamic learning environments that foster caring, equity, and inclusion and promote diverse perspectives.
  • Classroom experiences characterized by intellectual debate, a rigorous learning atmosphere, intellectual growth, and a dedication to social justice.
  • Educational experiences that cultivate connections between learners and their communities.
  • School and classroom environments designed to eliminating the impact of societal and institutional barriers to academic success and personal growth for all students.

The vast majority of students have teaching jobs their first year after graduation, experience success, and remain in the profession for many years. Through monthly seminars and other contacts with their Lewis & Clark faculty, graduates receive support during their first year in the profession.

Apply Now Icon

Application Requirements

(Prospective Student) Preservice Program info night schedule

SCHOLARSHIPS

FORMS

PRESERVICE RECOMMENDATION TESTING REQUIREMENTS

(Some pages require Adobe Acrobat Reader)


The goal of teacher education is not to indoctrinate or train teachers to behave in prescribed ways, but to educate teachers to reason soundly about their teaching as well as to perform skillfully. Sound reasoning requires both a process of thinking about what they are doing and an adequate base of facts, principles and experiences from which to reason. Teachers must learn to use their knowledge base to provide the grounds for choices and actions. Therefore, teacher education must work with the beliefs that guide teacher actions, with the principles and evidence that underlie the choices teachers make.

(Shulman, 1987)