Preconditions for Internship Program

PRECONDITION LANGUAGE

EVIDENCE FOR PRECONDITION

(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. 

Santa Clara University’s School of Education and Counseling Psychology houses only graduate level professional preparation programs. Individuals without a Bachelor’s degree are not eligible for admission. Please see our admissions page for this requirement. 

(2)  Subject Matter Requirement. Each Education Specialist Intern must demonstrate subject matter competence prior to being recommended for the intern credential though one of the following methods: (1) Completion of a subject matter program approved by the Commission on the basis of standards of program quality and effectiveness. Reference: Education Code 44259 (b)(5)(A)(i). (2) Passage of a Commission-approved subject matter examination. Reference: Education Code 44259 (b)(5)(A)(ii). (3) Successful completion of coursework at one or more regionally accredited institutions of higher education that addresses each of the domains of the subject matter requirements adopted by the Commission in the content area of the credential pursuant to Section 44282, as verified by a Commission-approved program of professional preparation. Coursework completed at a community or junior college that is regionally accredited by an accrediting agency listed in subparagraph (A) of paragraph (1) of subdivision (g) of Section 44203 or by the Accrediting Commission for Community and Junior Colleges of the Western Association of Schools and Colleges may count for purposes of this clause. Reference: Education Code 44259 (b)(5)(A)(iii). 1 (4) Successful completion of a baccalaureate or higher degree from a regionally accredited institution of higher education with either a major in one of the subject areas in which the Commission credentials candidates or a liberal studies or other major that includes coursework in the content areas pursuant to subdivision (b) of Section 44282. 1 (5) Demonstration that the candidate, through a combination of the methods described in 1, 2, or 3 above, has met or exceeded each of the domains of the subject matter requirements adopted by the Commission in the content area of the credential pursuant to Section 44265. 1

All pre-service credential candidates must demonstrate the appropriate subject matter requirement (or equivalency) prior to beginning the student teaching phase of the clinical practice sequence in the winter quarter. These records are maintained in candidate files. Subject matter competence can be demonstrated in the following ways:

1. Completion of a subject matter program approved by the Commission on the basis of standards of program quality and effectiveness. Reference: Education Code 44259 (b)(5)(A)(i) 

2. Passage of a Commission-approved subject matter examination. Reference: Education Code 44259 (b)(5)(A)(ii). 

3. Successful completion of coursework at one or more regionally accredited institution of higher education that addresses each of the domains of the subject matter requirements adopted by the Commission in the content area of the credential pursuant to Section 44282, as verified by a Commission-approved program of professional preparation. Coursework completed at a community or junior college that is regionally accredited by an accrediting agency listed in subparagraph (A) of paragraph (1) of subdivision (g) of Section 44203 or by the Accrediting Commission for Community and Junior Colleges of the Western Association of Schools and Colleges may count for purposes of this clause. Reference: Education Code 44259 (b)(5)(A)(iii).1 

4. Successful completion of a baccalaureate or higher degree from a regionally accredited institution of higher education with either a major in one of the subject areas in which the Commission credentials candidates or a liberal studies or other major that includes coursework in the content areas pursuant to subdivision (b) of Section 44282.1 

5. A combination of the methods described in 1, 2, or 3 above that, together, demonstrate that the candidate has met or exceeded the domains of the subject matter requirements adopted by the Commission. Education Code 44259 (b)(5)(A)(v), 44282 (b).1 

For those candidates who intend to pursue an intern teaching position, SCU will require them to satisfy the Subject Matter Competence Requirement prior to assuming any intern teaching responsibilities.

 These requirements are outlined at our SCU Admissions page under "Additional Program Specific Requirements" with links to CTC's site for verification of subject matter competence.

Please see our intern program description on our website for this requirement description.

(3) Pre-Service Requirement.

(a) Each Education Specialist 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 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.

Candidates enrolled in the Internship credential program (Education Specialist) must complete a pre-service course component prior to beginning the internship. The courses required are offered during the Summer quarter to enable interns to complete the preservice component before the school year begins.  These courses include:

• EDUC 253 or 278 Typical and Atypical Development & Learning (3 units; 30 hours) Human Development Requirement (EDUC 253; EDUC 278)

• EDUC 262 Elementary Language Arts Methods (3 units; 30 hours) Reading/Language Arts Requirement (EDUC 262) OR EDUC 294a Adolescent Literacy Development (3 units; 30 hours) Reading/Language Arts Requirement/Specialty specific pedagogy Requirement (Educ 294a)

• EDUC 257 or 282 English Language Development in (3 units; 30 hours) Teaching English Learners Requirement (EDUC 257; EDUC 282)

• EDUC 258 or 283 Developing Positive Classroom Cultures (3 units; 30 hours) Classroom Management Requirement (EDUC 258; EDUC 283)

• EDUC 263 Elementary Methods in Social Studies and Visual performing Arts (3 units; 30 hours) Specialty specific pedagogy Requirement (EDUC 263) OR EDUC 28X Secondary Methods I (3 units; 30 hours) (EDUC 286a) Specialty specific pedagogy Requirement 

For Education Specialist intern candidates, these course sequence total 150 hours.

(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.

The expectations for SCU’s interns’ Professional Development Plans will be framed with input from both the employing district(s) and representatives of the SCU preliminary teaching credential program.  

(a) All SCU Education Specialist interns will be supervised by both a University Supervisor and a School-District mentor. During year 1, both University Supervisor and School-District mentor will pre-brief with the intern (30-45 minutes), observe intern instruction (1-1.5 hours) and debrief the observation (30-45 minutes), four times during year 1 by each entity. Both will use the summative evaluation form (See Appendix A6 (SS) & A7 (MS)) at the end of year one. This is detailed in the MOU (See Appendix A8)

Faculty also provide support via the course work that candidates are enrolled in during the intern program. Interns also participate in district-sponsored professional development. These will total more than 150 hours of support that include practicum course sequence (EDUC 231I Intern Practicum I; 231I Intern Practicum II; 231I Intern Practicum III; 231I Intern Practicum IV;). 

Dual credential interns complete the preliminary teaching credential program over two years.  After completing their prerequisite coursework in Summer I (See Intern Course Plan in Appendix A9) and securing an intern contract, interns will take a total of 2-3 courses each quarter (i.e., summer, fall, winter, spring) that include acquisition of knowledge and skills in child development, teaching methods, and special education programs for pupils with mild to moderate disabilities.  This program plan includes practicum courses (EDUC 231I Intern Practicum I; 231I Intern Practicum II; 231I Intern Practicum III; 231I Intern Practicum IV;) where interns reflect and develop a plan for the challenges faced by novice teachers, and gain insight into the impact of federal and state educational policy on teachers’ work. Interns teaching in classrooms in grades TK-6 receive additional seminar sessions focused on child development, the use of developmentally appropriate practices to teach the content specified in the Common Core State Standards for English Language Arts and the Common Core State Standards for Mathematics, working with parents and families, and strategies for differentiating the curriculum for students with identified disabilities, struggling students without disabilities, students identified as gifted and talented, and students whose native language is not English. These sessions are extended into year two of the program as well. 

During the first fall quarter of the program, all interns, including those teaching in K-6, enroll in EDUC 221m: Effective Teaching for Students with Disabilities. This course introduces interns to inclusive education, and teaching methods for students with mild and moderate disabilities. Students enroll in EDUC 253: Typical and Atypical Development and Learning in the summer of the first year of the intern program. Students learn about the typical and atypical development associated with various disabilities. 

Students enroll in EDUC 257 (MS) or EDUC 282 (SS) where students receive instruction in the methods of teaching bilingual children and specifically models to distinguish between language development trajectory and mild and moderate disability. Students Produce instructional plans that employ sheltered instructional techniques to support ELs and ELs with mild and moderate disabilities.

(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. 

Each intern will be assigned a field supervisor appointed by the SCU Coordinator of Field Experiences and a district-based mentor assigned by the participating district.  The university field supervisor is responsible for observing the intern a minimum of once per month during the academic year and providing targeted feedback aimed at strengthening the intern’s teaching practices and moving the intern toward mastery of the Teaching Performance Expectations.  To document the intern’s performance, the university field supervisor will use the formative and summative evaluation instruments employed in our preliminary teaching credential programs.  These instruments provide interns with both numerical ratings and narrative feedback related to skills presented in the TPEs. We calculate 24 hours of supervision conducted by the university field supervisor. Students spend an additional 110 hours in their practicum courses (EDUC 231I Intern Practicum I; 231I Intern Practicum II; 231I Intern Practicum III; 231I Intern Practicum IV;) where they plan and reflect on instruction with the assistance of a field supervisor.  Education Specialist interns spend 30 hours in the EDUC 257 (MS) and 282 (SS) which specifically guides them to support the needs of English learners. An additional 20 hours during the supervision and practicum course are spent planning, delivering, and reflecting on instruction that meets the needs of English Learners. (See Evidence of Intern Support Document for detailed breakdown of hours.)

The district-based mentor and the university field supervisor will also meet regularly (face-to-face, by telephone, or via Zoom) to ensure that the intern is receiving consistent support, messages about performance, and evaluation (See Appendix A10 for mid-program review document). We plan to have district-based mentors provide support to interns for at least 24 hours per academic year.  

(b) SCU will negotiate these details with each participating district and document the arrangement in a Memorandum of Understanding (see Appendix A8) which states the participating district must abide by Education Code Section 44462.   

(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. 

After a prospective intern successfully completes all the prerequisites and secures an intern position, our institution recommends the candidate for a University Intern credential.  Once the credential is granted, the district employs the intern as the teacher of record.  Candidates who have been offered internships are filling positions for which the district was unable to hire fully credentialed teachers. As highlighted in the Memorandum of Understanding (see Appendix A8), Santa Clara University stipulates that interns assume the functions that are authorized by the regular standard credential and interns’ services will meet the instructional or service needs of the participating districts

(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. 

District partners have written letters affirming the hiring need for individuals with the Education Specialist credential. Additional school districts that will be involved in the Education Specialist credential include the following:

Alisal Union Elementary

Alum Rock Union School District

Berryessa Union School District

Cambrian School District

Campbell Union District 

Campbell Union High School District

Cupertino Union School District

East Side Union High School District

Evergreen School District

Franklin-McKinley School District

Fremont Union High School District

Gilroy Unified School District

Los Altos School District

Los Gatos Union School District

Los Gatos-Saratoga Union High School District

Milpitas Unified School District

Moreland School District

Morgan Hill Unified School District

Mount Pleasant School District

Mountain View-Los Altos Union High School District

Mountain View-Whisman School District

Oak Grove School District

Orchard School District

Pajaro Valley Unified School District

Palo Alto Unified School District

San Jose Unified School District

Santa Clara Unified School District

Sunnyvale School District

The Foundation for Hispanic Education

(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). 

Not Applicable for our Education Specialist Intern Program 

(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). 

SCU interns will be pursuing preliminary multiple subject or single subject teaching credentials and Education Specialist Credentials.  Their intern certificates will be valid for two years unless the intern and/or the employing district request a third year due to extenuating circumstances of some type. 

(10) Non-Displacement of Certificated Employees. The institution and participating districts must certify that interns do not displace certificated employees in participating districts 

An MOU form has been developed for use in documenting the interns’ non-displacement of certificated employees (See Appendix A8).  The forms are signed by a representative of the employing school district and an authorized employee of Santa Clara University.  The district and the university each retain a copy of the signed form. 

(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. 

Santa Clara University receives requests for interns and Education Specialists from local districts and requests for internships from individual candidates.  During the 2019-2020 academic year we received multiple requests from principals and/or district office administrators seeking to hire University Interns and inquiring if we would be adding a Special Education Program soon. District Office letters (See Appendix A1)of support for our program further detail this need. 

According to a letter from the Santa Clara County Office of Education (SCCOE) there are approximately 144 openings in Santa Clara County for Special Education teachers. At the end of February 2023, there were 194 special education job openings and 93 job postings on EdJoin for Santa Clara County alone. 

(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). 

All holders of University Intern credentials who teach in bilingual settings are required to pass the language proficiency subtests of the Commission-approved assessment program leading to the Bilingual Cross-cultural Language and Academic Development Certificate.  

Our program has two ways candidates can demonstrate bilingual language proficiency: First, Individuals interested in pursuing a Bilingual Authorization - Spanish must pass the CSET LOTE 3 (Spanish) exam prior to starting their B-MATTC courses. Second, individuals can complete this form to identify courses that relate to each domain associated with the CSET LOTE 3 (Spanish) exam, as outlined by CTC. In the form, Domains 4-8 specifically focus on language proficiency. Once this form is complete, verification of interns’ passing status on this examination or course equivalence will be kept in the student files. Upon completion of the bilingual requirements, candidates can complete the checklist for Bilingual certification. 

B-MATTC Pre-Service candidates who do not pass the CSET LOTE 3 (Spanish) exam or demonstrate equivalence before the start of their first quarter are still eligible to join the MATTC program. These candidates may add the Bilingual Authorization - Spanish at a later time once they have passed the CSET LOTE 3 (Spanish) exam.

Please see our Bilingual Authorization website for evidence of this requirement.