Education Specialist Internship Program

Mild/Moderate

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.

All applications are initially screened and processed through the Credential Student Services Center (CSSC). The Credential applications contain the linked Application Checklist online, which lists each requirement including the Bachelor’s Degree.

Prec 1 Bachelor's Degree Requirement_Admissions Checklist.pdf

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).

Each candidate must meet the subject matter requirement prior to being given daily whole class instructional responsibilities in TK-12 school.

Educational Specialist candidates may satisfy this requirement through two options:

Achieved a passing score on the California Subject Examination for Teachers (CSET: Multiple Subjects) Subtests 101, 102 (or 214), 103) or satisfactorily completed a subject matter program appropriate to the credential and approved by the CTC.
Achieved a passing score on any CSET that is required for a single subject credential sought or satisfactorily completed a subject matter program appropriate to the credential and approved by the CTC.

All information is kept in a database by the Credentials Student Service Center (CSSC).

Sample Screenshots from database are below.

Prec 2 Bachelor's Degree Requirement_Admissions Checklist.pdf

Prec 2_Subject Matter Requirement_Intern Credential Application.pdf

Precond 2 MS.pdf

Precond 2 SS.pdf

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.

Candidates who enter the program without a general education credential complete a series of courses in the Teacher Education Department as well as SPED courses. These courses provide the content and required hours for a candidate to become intern eligible. Most of the courses are offered in the first summer session, before the start of the fall semester.

Summer courses are as follows:

TED 505 Curriculum and Instruction Mathematics

TED 508 Reading and Language Arts

TED 505 Teaching English Learners

SPED 500 Teaching Diverse Learners

Prec 3_Program Course Schedule.pdf

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 university has a signed Memorandum of Understanding (MOU) with each district or school employing interns. Under that MOU, biannual evaluations are required.

The requirements for Intern support are considered to be the professional development plan. The program calls this the Individualized Intern Plan (IIPS). The contents of the IIPS are communicated to interns in the Intern Manual. Intern support including evaluation procedures are spelled out in the MOU (Page 3, clause 6.2)

Prec 4_Professional Development Plan_Individualized Intern Plan.pdf

Prec 4 Blank CEAS Intern MOU_Jan2020.pdf

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.

(a) Supervision of interns is a shared responsibility between the partner district and the University.

The employer will appoint a mentor with an English Learner Authorization prior to an intern assuming daily teaching responsibilities. This Employer Provided Mentor will provide support that consists of observations, conferences, email and phone calls to the Intern teacher. The EPM will provide 26 hours of support, mentoring and supervision within the school day of the Intern teaching in the general education or special education classroom. Additionally, the Employer Provided Mentor will provide 10 hours of support and supervision related to English Learners during the school day.

Cal State East Bay will designate a University Supervisor to provide support, mentoring, and supervision to the Intern. This will consist of on-site observations and conferences, email and phone support. The University Supervisor will conduct 8 Regular Education/ Special Education observations and post observation conferences over the course of the school year. (2 hours each) An additional 4 observation visits and 4 conferences (2 hours each) will be made by the University Supervisor to observe the Intern teaching English Learners. A total of 12 observations and conferences will take place between the University Supervisor and the Intern totaling 24 hours. The University Supervisor will meet in person with the Employer Provided Mentor at least three times per semester to discuss the Intern’s progress.

Prec 6 Blank CEAS Intern MOU_Jan2020.pdf

(b) None of Cal State East Bay's partner districts for internships reduce an intern’s salary in order to provide on-site supervision of our interns.

6. Assignment & 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.

Candidates are only recommended for Intern credentials with a job offer letter from the employing entity. The job offered must comply with CTC regulations. This is communicated to candidates in the Intern Application and Approval forms. The Intern MOU stipulates that the interns' services meet the districts instructional or service needs.

CSUEB prospective Education Specialist Interns proceed through a rigorous review to apply for their Internship positions, which begins with the formal approval to seek an internship, that must be provided by the respective Special Education Program Coordinator, at which point these Coordinators, (their Special Education faculty advisers) will review with the candidate the employment assignment and Intern requirements that are also outlined in the program handbook.

Prec 6 Blank CEAS Intern MOU_Jan2020.pdf

Prec 6 Subject Matter Requirement_Intern Credential Application.pdf

Prec 6 2019-sped-intern-manual.pdf

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.

The Intern MOU is only signed with public school districts; public charter schools operating under the auspices of the public school district are included in the intern program.

Prec 7_Participating Districts.pdf

8. 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).

Interns complete their credentials within 2 years. All are expected to make regular progress in the program; meet with their advisor each semester, take all coursework as scheduled in sequence and complete all additional fieldwork requirements and courses within the same time frame as student teachers.

9. Non-Displacement of Certificated Employees

The institution and participating districts must certify that interns do not displace certificated employees in participating districts.

The Intern MOU stipulates that interns do not displace certificated employees.

Prec 9 Blank CEAS Intern MOU_Jan2020.pdf

1o. 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.

As detailed in the original 2003 CSUEB Internship Program application and annual reports, as well as in CTC annual Reports to the Legislature, there is a significant need for highly qualified Education Specialists throughout California (see EdSource article). In 2018-2019 we had 20 interns, and this number has grown to 32 in the 2019-2020 academic year.

11. 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).

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