PreCond-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.
  - Admissions requirements will include a Bachelor’s Degree will be required for admissions into the program. The Baccalaureate degree or higher will be required to be from a regionally accredited institution of higher education.
- (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.
  - We will require candidates intending to pursue an intern teaching position to satisfy the Subject Matter Competence Requirement prior to assuming any daily whole class instructional responsibilities in a TK-12 school.
- In 2020-21, all Executive Order (May 2020, September 2020 extension) waivers for Basic Skills and Subject Matter Competency were put into effect. Students from Summer 2021- present have been waived from these requirements while completing the preliminary teaching credential program sequence.
- (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.
  - Interns must complete the following courses prior to accepting an intern position:
  - Multiple Subjects:
  - EDUC 258: Elementary Classroom Management (30 Hours)
  - EDUC 262: Elementary Language Arts Methods (30 Hours)
  - EDUC 263: Elementary Methods for Social Studies and the Arts (30 Hours)
  - EDUC 253: Development and Learning in TK-12 (20 Hours)
  - EDUC 257: English Language Development in TK-12 (30 Hours)
  - Single Subject:
  - EDUC 283: Secondary Classroom Management (30 Hours)
  - EDUC 294a: Adolescent Literacy Development (30 Hours)
  - EDUC 28XA: Secondary Methods I (30 Hours)
  - EDUC 278: Development and Learning in TK-12 (20 Hours)
  - EDUC 282: English Language Development in TK-12 (30 Hours)
  - These courses total 140 hours for both Multiple and Single Subject Interns.
- (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.
  - (a) The intern is evaluated annually with the Summative Evaluation form that gauges their teaching knowledge, skill and dispositions in their placement. The employing district will receive training from SCU on the use of this instrument. (b) The courses and course sequence have been identified and received input from participating districts and can be found in Appendix A and B. (c) Course work at SCU during the Summer before placement encompasses developmental theory and practice, particularly as this applies to children/youth that have been identified to have mild to moderate disabilities (EDUC 253/278). (d) Interns in the bilingual authorization track will receive 3 courses that address bilingual foundations, bilingual methods, and Latina/o Language and Culture where issues of teaching children/youth with mild and moderate disabilities will be covered (EDUC 248).
- (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.
  - All SCU 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 1by each entity. 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 total more than 144 hours of support.
  - The supervision that is provided has specialized attention to the needs of ELLs (See Formative and Summative assessment tools utilized in the field (Appendix C). Course work at SCU requires candidates to document case studies of ELLs and faculty provide support in identifying key instructional needs that have been identified through the collection of various artifacts. This totals 45 hours of support to address the needs of ELLs.
  - (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.
  - Intern's salary will not be reduced. SCU requires intern candidates to enroll in courses and pay for the enrollment of those classes. The salary of the intern will 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 will be advised by one district support person.
  - Each intern is assigned a university field supervisor appointed by the Coordinator of Field Experiences and a district-based mentor assigned by the participating district. The university field supervisor is responsible for observing the candidate a minimum of once per month during the academic year and providing targeted feedback aimed at strengthening the candidate’s teaching practices and moving the candidate toward mastery of the Teaching Performance Expectations. To document the candidate’s performance, the university field supervisor will use the formative and summative evaluation instruments employed in our preservice teaching credential programs. These instruments provide candidates with both numerical ratings and narrative feedback related to skills presented in the TPEs.
  - The specific roles and responsibilities of supervising master teachers are negotiated with each participating district. The district-based mentor/master teacher and the university field supervisor will also meet regularly (face-to-face, by telephone, or via Skype) to ensure that the candidate is receiving consistent support, messages about performance, and evaluation.
  - We will negotiate these details with each participating district and document the arrangement in a Memorandum of Understanding (see Appendix D). Highly qualified university field supervisors will be assigned to our candidates by the Coordinator of Field Experiences.
  - In 2020-21, all Executive Order (May 2020, September 2020 extension) waivers for Basic Skills and Subject Matter Competency were put into effect. Students from Summer 2021- present have been waived from these requirements while completing the preliminary teaching credential program sequence

(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.

In 2020-21, all Executive Order (May 2020, September 2020 extension) waivers for Basic Skills and Subject Matter Competency were put into effect. Students from Summer 2021- present have been waived from these requirements while completing the preliminary teaching credential program sequence

(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.

SCU’s Intern program will 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 will be made available to interns who meet the 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.

(d) Meet the requirements for teacher fitness.

Interns who chooses the early completion option but is not successful in passing the assessment may complete his or her full internship 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.

SCU’s Intern program will be a two-year program, but will extend to three years if the candidate participates in a specialist credential and four years if pursuing specialist credential to work with students with mild/moderate disabilities.

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

Santa Clara University will work with the participating district to ensure interns are not displacing a certificated employee. This language will be added to our Memorandum of Understanding with the participating districts.

(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.

We have had continuous requests for interns from participating districts in our pre-service teacher pathway. The teacher shortage, particularly those with knowledge, skills and dispositions to work with diverse communities, mathematics and science have been of particular high demand.

(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 Cross-cultural Language and Academic Development Certificate.

All Bilingual interns must pass C-SET LOTE III as part of the admissions requirement to the bilingual authorization pathway.