Internship Programs Preconditions
Multiple and Single Subject and Education Specialist Intern
(1) Bachelor's Degree Requirement. Candidates admitted to internship programs must hold baccalaureate degrees or higher from a regionally accredited institution of higher education. Reference: Education Code Sections 44325, 44326, 44453.
Single Subject, Multiple Subject, and Educational Specialist Response: Intern program applicants must hold baccalaureate degrees or higher from regionally accredited institutions of higher education prior to program admission. This is verified by the Admission to Teacher Education Office during the admission process. This requirement is described by each program as shown:
(2) Subject Matter Requirement. Each Multiple Subject intern admitted into the program has passed the Commission-approved subject matter examinations(s) for the subject area(s) in which the Intern is authorized to teach, and each Single Subject intern admitted into the program has passed the Commission-approved subject matter examination(s) or completed the subject matter program for the subject areas(s) in which the Intern is authorized to teach. Reference: Education Code Section 44325(c) (3).
Multiple Subject Response: All Multiple Subject Interns must meet the requirements of the Multiple Subject Credential Program, including passing the Commission-approved subject matter examination(s) for the subject areas(s) in which the Intern is authorized to teach. This is verified by the Admissions Coordinator and confirmed by the Intern Program Coordinator as part of the MSCP Intern Program Plan
.
Single Subject Response: All Single Subject Interns first meet the requirements of the Single Subject Credential Program including passing the Commission- approved subject matter examination(s), the California Subject Examination for Teachers, or completing a CTC approved subject matter preparation program for the subject areas(s) in which the Intern is authorized to teach. This is verified by the Subject Area Coordinator and confirmed by the Intern Program Director as part of the Intern Program Plan
.
Education Specialist Response: All Education Specialist Interns must meet the requirements of the Education Specialist Credential Program, including passing the Commission-approved subject matter examinations(s) for the subject area(s) in which the Intern is authorized to teach. This is verified by the Admissions Coordinator and confirmed by the Intern Program Coordinator as part of the Mild/Moderate, Extensive Supports (MM/ES) Application File Checklist
or the Early Childhood Special Education (ECSE) Application File Checklist
.
(3) Pre-Service Requirement.
(a) Each Multiple and Single Subject Internship program must include a minimum of 120 clock hour (or the semester or quarter unit equivalent) pre-service component which includes foundational preparation in general pedagogy including classroom management and planning, reading/language arts, subject specific pedagogy, human development, and specific content regarding the teaching English Learners pursuant to California Code of Regulations §80033.
(b) Each Education Specialist Internship program includes a minimum of 120 clock hour (or the semester or quarter unit equivalent) pre-service component which includes foundational preparation in pedagogy including classroom management and planning, reading/language arts, specialty specific pedagogy, human development, and teaching English Learners.
Multiple Subject Response: The Intern Program requires participants to meet several pre-service requirements, which meet the minimum unit equivalent to the 120 clock hours required prior to beginning an internship. These requirements include three pre-requisite courses and five additional pre-service courses, fieldwork, and student teaching during the first semester of the Multiple Subject Credential Program. Each of these courses (included on the MSCP Intern Program Plan
) provides necessary foundational preparation prior to beginning an internship. The pre-requisite courses (EDEL 315, 325, and human development) provide instruction in foundations in education, educational equity, diversity, and cultural and linguistic responsiveness, and human development. EDEL 430 provides instruction in general pedagogy, classroom management and environment, lesson planning, and assessment. EDEL 433 provides foundational preparation for teaching reading in the language arts in the elementary classroom. EDEL 434 develops candidates’ understanding of first and second language acquisition and specific instructional approaches for English learners, why such approaches are needed, and how they work to support student learning and development. They examine policies and instructional strategies that support educational access and achievement. EDEL 435 provides subject specific pedagogy in mathematics and EDEL 433 in reading instruction and the language arts.
Single Subject Response: The Intern Program requires participants to meet several pre-service requirements, which meet the minimum unit equivalent to the 120 clock hours required prior to beginning an internship. These requirements include completing the credential program prerequisite courses and be admitted to the Single Subject Credential Program. Additionally, interns must have successfully completed their first semester program coursework and be recommended for an internship by their subject area coordinator. All pre-service requirements are listed on the Intern Program Design
.
Education Specialist Response: The Intern Program requires participants to meet several pre-service requirements, which meet the minimum unit equivalent to the 120 clock hours required prior to beginning an internship. These requirements include three prerequisite courses and two additional pre-service courses (detailed on the Intern Readiness Form
). Each of these three-unit courses provides necessary foundational preparation prior to beginning an internship. SPED 425—Foundations: Teaching and Learning for Culturally and Linguistically Diverse and Exceptional (CLDE) provides instruction in general pedagogy, reading/language arts, and teaching English Learners. Subject or specialty specific pedagogy for working with Mild Moderate/Moderate Severe or Early Childhood students is the focus of the Characteristics of Students with Disabilities course (SPED 463-MM, 464-MS, or 400-EC), Working with Families of Individuals with Disabilities is emphasized in SPED 421, and classroom management is covered in SPED 322.
Although candidates take a course in Reading/Language Arts later in the program, SPED 425 provides a good foundational preparation for entry to the classroom. First, SPED 425 utilizes the Peregoy and Boyle (2013) text, which covers language development and beginning reading through reading and writing in the content areas. In addition to textbook readings and class lectures, candidates complete an online IRIS Module--Teaching English Language Learners: Effective Instructional Practices that includes instructional practices beneficial to students who are learning to speak English (e.g., teaching vocabulary, and comprehension strategies). Finally, in SPED 425 candidates write a report on their guided field observation of an English learner with disabilities during reading/language arts instruction.
(4) Professional Development Plan. The employing district has developed and implemented a Professional Development Plan for interns in consultation with a Commission-approved program of teacher preparation. The plan shall include all of the following:
(a) Provisions for an annual evaluation of the intern.
(b) A description of the courses to be completed by the intern, if any, and a plan for the completion of preservice or other clinical training, if any, including student teaching.
(c) Additional instruction during the first semester of service, for interns teaching in kindergarten or grades 1 to 6 inclusive, in child development and teaching methods, and special education programs for pupils with mild and moderate disabilities.
(d) Instruction, during the first year of service, for interns teaching children in bilingual classes in the culture and methods of teaching bilingual children, and instruction in the etiology and methods of teaching children with mild and moderate disabilities.
Multiple Subject Response:
a) Interns and Mentors collaborate to develop the Intern Professional Development Plan
in which the intern identifies goals and then works with the mentor to determine specific objectives as well as locating the resources and support needed to meet them. A time management plan detailing when work on the objectives will be completed and when the outcome indicators will be assessed is also constructed. During the assessment meeting, the intern and mentor determine if stated goals and objectives were met. Information from this meeting is then used to develop a second Professional Development plan for interns who participate in the program more than one semester.
b) The Intern Program Plan
identifies and provides a timeline for completing all program requirements, including prerequisites, required course, fieldwork, and student, and necessary forms. This plan is shared with the school-site principal who may request additional requirements and/or information, if necessary. Intern Mentors complete the assessment of Teaching Performance Expectations through the Online Evaluation System each semester that the intern teacher candidate participates in the Intern Program. Mentors submit candidate evaluations through the Online Evaluation System.
c) The Intern Program Plan
identifies and provides a timeline for completing all program requirements. These requirements include human development prerequisites, and a series of first semester teaching methods courses that include a focus on child development and early childhood education in foundations of teaching (EDEL 430), reading/language development (EDEL 433), mathematics (EDEL435), and teaching English learners (EDEL 434).
d) Not applicable to MSCP Intern Program
Single Subject Response:
a) Interns and Mentors collaborate to develop the Intern Professional Development Plan
in which the intern identifies goals and then works with the mentor to determine specific objectives as well as locating the resources and support needed to meet them. A time management plan detailing when work on the objectives will be completed and when the outcome indicators will be assessed is also constructed. During the assessment meeting, the intern and mentor determine if stated goals and objectives were met. Information from this meeting is then used to develop a second Professional Development plan for interns who stay in the program more than one semester.
b) The Intern Program Activity Support Log
identifies and provides a timeline for support and mentorship, including types of support between mentor and intern. Intern Mentors complete the Teaching Performance Expectations (TPE): Level of Proficiency Evaluations
for each semester that the teacher candidate participates in the Intern Program. Mentors submit candidate evaluations through the Online Evaluation System.
c) Not applicable to the SSCP Intern Program
d) Not applicable to SSCP Intern Program
Education Specialist Response: The Education Specialist Program requires all interns to complete an Intern Readiness Form
that outlines the prerequisites required before applying for an Intern Education Specialist Credential. One of these prerequisites is an offer of employment from a qualifying District or Agency. Once an offer is provided, the Site Administrator and the assigned Mentor Teacher from the employing school or agency, and the Intern must complete the Intern Program Admissons Checklist
form that indicates evidence of an Intern Offer of Assignment
completed by the Principal or Agency Administrator, evidence of completion of all prerequisite courses, and evidence that the candidate filed for an Intern Credential, verified by the Credentials Analyst.
The Intern Offer of Assignment
requires the Principal or Agency Administrator to appoint a Mentor for the Intern and to verify that the mentor has the following minimum qualifications: valid corresponding Clear or Life Credential, 3 years of teaching experience and EL Authorization (if responsible for providing specified EL support). The form also requires the Mentor to indicate when he or she will meet with the Intern on a regular basis. Finally, the form indicates that the Mentor Teacher and an assigned University Supervisor will be responsible for completing all required evaluations and completing documentation of 144 hours of support and supervision, including 45 hours of support for English Learners. This form is signed by the Administrator, University Intern Director, and Credentials Analyst.
Once admitted, the Intern must meet with the assigned Mentor to complete the Intern MM/ENS Professional Development Plan
or the Early Childhood Professional Development Plan
. This plan requires candidate complete preservice coursework: Exceptional Individuals (SPED 371), in which candidates are introduced to basic principles of teaching students with special needs with diverse backgrounds (including linguistic, ethnic, cultural, and socioeconomic differences); Foundations: Teaching and Learning for Culturally and Linguistically Diverse and Exceptional (CLDE) (SPED 425), in which candidates develop an in-depth understanding of structured English immersion, various types of bilingual education (including early and late exit and dual immersion programs), school structures to deliver ELD instruction, and factors that affect student success (e.g., teacher attitudes and expectations for success). In this course, candidates participate in 30 hours of observation of a CLDE student.
Once preservice coursework has been completed, candidates who will work with Mild/Moderate (M/M) students take Characteristics of Individuals with Mild/Moderate Disabilities (SPED 463), Extensive Support Needs (ESN) take Characteristics of Individuals with Moderate/Severe Disabilities (SPED 464), and candidates with Early Childhood (ECSE) SPED 400. MM/ESN candidates also take Reading and Language Arts Instruction in Special Education (SPED 433) and Curriculum and Instruction in the General Education Classroom (SPED 482A for MM or 482B for MS) to learn teaching methods for K-8 students with and without mild and moderate disabilities. ECSE Candidates will take SPED 436.
(5) Supervision of Interns.
(a) In all internship programs, the participating institutions in partnership with employing districts shall provide 144 hours of support and supervision annually and 45 hours of support and supervision specific to teaching English learners pursuant to California Code of Regulations §80033.
(b) University Intern Programs only: No intern's salary may be reduced by more than 1/8 of its total to pay for supervision, and the salary of the intern shall not be less than the minimum base salary paid to a regularly certificated person. If the intern salary is reduced, no more than eight interns may be advised by one district support person. Reference: Education Code Section 44462. Institutions will describe the procedures used in assigning supervisors and, where applicable, the system used to pay for supervision.
Multiple Subject Response: All intern supervision is conducted by regular full- and part-time faculty within the Department of Elementary and Bilingual Education. District support personnel, or teacher/support coaches, are paid as scheduled, through negotiated contract agreements. University supervisors are assigned one intern for .5 unit of credit per semester, providing 144 hours of support annually and 45 hours of support and supervision in total focused on teaching English learners. Supervisor requirements and responsibilities are outlined in the MSCP Supervisor Job Description
. Specific responsibilities for supervision of Intern Teacher Candidates are outlined in the MSCP Supervisor Assignment Plan
.
A District assigned Mentor is provided by the school district as agreed upon in the Intern Offer of Assignment
and receive no additional pay beyond their negotiated contract agreements with the District. University supervisors and other support personnel are paid from the Department budget. Interns receive 100% of their salary.
Single Subject Response: All intern supervision is conducted by regular full- and part-time education faculty within appropriate academic departments. District support personnel, or teacher/support coaches, are paid as scheduled, through negotiated contract agreements. University supervisors are assigned .5 units per intern during the practicum semesters. Specific responsibilities for Intern support are outlined in the Intern Program Support Log
. University supervisors and other support personnel are paid for from the Department budget. Interns receive 100% of their salary.
Education Specialist Response: The Department of Special Education provides a university supervisor for all interns. Supervisors are adjunct faculty who are assigned on the basis of knowledge and expertise in each credential area (mild/moderate, moderate/severe, or early childhood). University supervisors are assigned ONE intern for .5 units of credit during practicum semesters. University supervisors provide 144 hours of support annually , of which 45 are focused on teaching English learners. These hours are documenting through the use of the Mentor Support Log
which documents the number of hours and types of support received. In addition, all Interns enroll in an Intern Seminar (SPED 490) taught by an experienced Supervisor who provides additional support, including in-person classroom modeling and support. Supervisor requirements and responsibilities are outlined in the Education Specialist Student Handbook (page 61)
. Specific responsibilities for supervision of intern candidates are outlined within the Intern Offer and Assignment document
.
A District assigned Mentor is provided by the school district as agreed upon in the Intern Offer of Assignment
and receive no additional pay beyond their negotiated contract agreements with the District. University supervisors and other support personnel are paid from the Department budget. Interns receive 100% of their salary.
(6) Assignment and Authorization. To receive program approval, the participating institution authorizes the candidates in an internship program to assume the functions that are authorized by the regular standard credential. Reference: Education Code Section 44454. The institution stipulates that the interns' services meet the instructional or service needs of the participating district(s). Reference: Education Code Section 44458.
Single Subject, Multiple Subject, and Educational Specialist Response: According to the University/District Intern Agreement,
the support provider (referred to in the agreement as “Affiliate”) shall assign each intern to assume the functions, which are authorized by said intern’s teaching or services credential. (Education code Section 44454). Additionally, the University agreement stipulates that interns’ services meet the instructional or service needs of the participating Affiliate(s) (Education Code Section 44458) and that participating Affiliates are either public school districts or county offices (Education Code Section 44321 and 44452).
(7) Participating Districts. Participating districts are public school districts or county offices of education. Submissions for approval must identify the specific districts involved and the specific credential(s) involved. Reference: Education Code Sections 44321 and 44452.
Multiple Subject Response: At the completion of the program, interns apply for the Preliminary Credential. Due to the large number of districts in our geographic area, we develop Intern Agreements
with those districts that frequently employ interns and then, as needed, when an offer of employment is made in a district that has not yet completed an agreement. We maintain a list of participation districts
, for all current districts that have recently received agreements. All participating districts are public school districts.
Single Subject Response: The specific credentials involved are the: Single Subject Intern Credential. At the completion of the program, interns apply for the Preliminary Credential. Due to the large number of districts in our geographic area and the high number of subject areas for which we have interns in the Single Subject Credential Program, we send out Intern Agreement
to those districts that frequently employ interns and then, as needed, when an offer of employment is made in a district that has not yet completed an agreement. We maintain a list of participation districts
, for all current districts that have recently received agreements (due to the implementation of PSA 13-06). All participating districts are public school districts.
Education Specialist Response: The CSUF Internship Programs are collaborative efforts with public school districts, County Offices of Education, or Regional Centers and associated agencies (Birth-2). Prior to application for the intern credential, participating districts must provide written notification to CSUF stipulating that the interns’ services are to assume the functions that are authorized by the designated credential and those listed within the Teaching Internship Agreements
. These services meet the instructional or service needs of the district. This are maintained by the university and renewed as necessary. The program maintains a current list and status of all participating districts.
(8) Early Program Completion Option. (Does not apply to an Education Specialist intern program) Each intern program must make available to candidates who qualify for the option the opportunity to choose an early program completion option, culminating in a five year preliminary teaching credential. This option must be made available to interns who meet the following requirements:
(a) Pass a written assessment adopted by the commission that assesses knowledge of teaching foundations as well as all of the following:
• Human development as it relates to teaching and learning aligned with the state content and performance standards for K-12 students
• Techniques to address learning differences, including working with students with special needs
• Techniques to address working with English learners to provide access to the curriculum
• Reading instruction in accordance with state standards
• Assessment of student progress based on the state content and performance standards
• Classroom management techniques
• Methods of teaching the subject fields
(b) Pass the teaching performance assessment. This assessment may be taken only one time by an intern participating in the early completion option.
(c) Pass the Reading Instruction Competence Assessment (RICA) (Multiple Subject Credential only).
(d) Meet the requirements for teacher fitness.
An intern who chooses the early completion option but is not successful in passing the assessment may complete his or her full internship program. (Reference: Education Code Section 44468).
Multiple Subject Response: The Early Completion Option
allows Intern Program Candidates to complete the two-semester program in one semester. To qualify for this early completion option, candidates must pass the appropriate teaching foundations examination, successfully complete the two instructional cycles of the CalTPA on the first attempt, and meet the requirement for teacher fitness. Qualifying candidates are exempt from the 120-hour preservice requirement, met by program prerequisite courses. Candidates can find all information pertaining to Intern Program, including the Early Completion Option on the department website
.
Single Subject Response: In 2011, an Early Completion Option (revised February 2023) was finalized. Rather than completing the full two-semester program, this option allows for program completion in one semester. To qualify for this early completion option, candidates must pass the appropriate Teaching Foundations Examination, successfully complete all four CalTPA, and meet the requirement for teacher fitness. Qualifying candidates are exempt from the 120 hour preservice requirement, met by program prerequisite courses.
(9) Length of Validity of the Intern Certificate. Each intern certificate will be valid for a period of two years. However, a certificate may be valid for three years if the intern is participating in a program leading to the attainment of a specialist credential to teach students, or for four years if the intern is participating in a district intern program leading to the attainment of both a multiple subject or a single subject teaching credential and a specialist credential to teach students with mild/moderate disabilities. Reference: Education Code Section 44325 (b).
Multiple Subject: The intern program is designed to support completion in one year. To assure that candidates in atypical cases (i.e., longer in duration) will be supported as they complete our program, we adhere to the CTC guidelines for length of validity of Intern Credentials. For example, the Multiple Subject program is designed to be completed in one year (additionally, the program has an Early Completion Option
that supports completion in one semester). However, the credential is valid for a period of two years in the rare case that a candidate needs to continue into a second year.
Single Subject: Even though our intern programs are designed to support completion in one year, to assure that even in atypical cases candidates will be covered as they complete our programs, we adhere to the CTC guidelines for length of validity of Intern Credentials. For example, the Single Subject program (EDSC) is designed to be completed in one year (additionally, the program has an "Early Option" that supports completion in one semester), but the credential is valid for a period of two years, in the rare case that a candidate may need to continue into a second year.
Educational Specialist Response: An Internship can begin at any point in the Education Specialist Program, and can span as long as two years. Although a candidate may remain on the Intern Credential for up to three years, this has never been necessary. Candidates earn a Preliminary Credential once their Internship is complete. Specifics of the Intern Program, including program length, can be found in the Education Specialist Program Student Handbook (page 20)
.
(10) Non-Displacement of Certificated Employees. The institution and participating districts must certify that interns do not displace certificated employees in participating districts.
Single Subject, Multiple Subject, and Educational Specialist Response: The University/District Intern Agreement
(see 5d on page 3) between CSU Fullerton and participating districts stipulates that interns will not be hired if certificated employees are available. The participating districts certify this at the time of each intern credential application to CTC by submitting a statement that proper recruiting procedures were followed and a certificated employee could not be found for the position.
(11) Justification of Internship Program. When an institution submits a program for initial or continuing accreditation, the institution must explain why the internship is being implemented. Programs that are developed to meet employment shortages must include a statement from the participating district(s) about the availability of qualified certificated persons holding the credential. The exclusive representative of certificated employees in the credential area (when applicable) is encouraged to submit a written statement to the Committee on Accreditation agreeing or disagreeing with the justification that is submitted.
Single Subject, Multiple Subject, and Educational Specialist Response: Our Intern Programs serve two purposes: 1) to expand the pool of qualified teachers by attracting those who would not otherwise enter the classroom, including career changers, candidates from underrepresented demographics, those committed to high-needs schools, those in high-need areas, or those with economic, family or other concerns; and 2) to respond to staffing needs while providing preparation that builds upon a candidate’s experience.
Over time the Intern Program has continually met employment shortages in Orange and surrounding counties. Since its inception, our Intern Program has served 60 public school districts and three County Offices of Education. In the absence of teacher shortages in the last few years, the need for interns has been relatively low. The intern option in both the Single Subject and Educational Specialist programs continues to be a requested, however, and serves as a valuable credential pathway for teachers in times of need, and we are confident that the program will grow as teacher staffing shifts in the coming years.
In the University/District Internship Agreement
, participating districts certify that at the time of each intern credential application to the CTC, a certificated employee could not be found for the position prior to hiring an intern.
(12) Bilingual Language Proficiency. Each intern who is authorized to teach in bilingual classrooms has passed the language proficiency subtest of the Commission-approved assessment program leading to the Bilingual Crosscultural Language and Academic Development Certificate. Reference: Education Code Section 44325 (c) (4).
Not applicable. Fullerton Internship programs do not have BCLAD interns.
