Program Summary

In addition to the information below, please use these links to access our websites.

Access the public CTI website here.

Access our public LMS website here. 

1. Program Summary

• • 1.1 Program Summary

  • 1.1.1 Table

  • 1.1.1 b Table

2. Organizational Structure

• • 2.1 Organizational  Chart

3. Faculty Qualifications

• • 3.1 Faculty Distribution Table 

  • 3.2 Annotated Faculty List with links to Faculty Vitae and Syllabi 

  • 3.2 b Faculty List requirements

  • 3.3 Published Adjunct Experience and QualificationsRequirements

4. Course Sequence

• • 4.1 Published Course Sequence

5. Course Matrix

• • 5.1 Course Matrix

6. Fieldwork and Clinical Practice

• • 6.1 Table denoting number of hours of fieldwork, clinical practice 

  • 6.1.1a Log for fieldwork clinical Hours

  • 6.2 MOU , Tracking for Agreement for each placement

  •  6.3 Veteran Practitioner Training Material 

  • 6.4 Documentation of Candidate Placements 

  • 6.5 Clinical PracticeHandbook/Manual 

  • 6.6a Fieldwork/Clinical Practice Syllabi

    • 6.6 b Fieldwork Practice 

    • 6.6 c Fieldwork Practice

  • 6.6.1 Clinical Practice Assessment Instruments

    • 6.6.1 a

    • 6.6.1 b

    • 6.6.1 c

    • 6.6.1 d

    • 6.6.1.e

  • 6.6.1b Clinical Practice Assessment Instruments Intern Performance Appraisal

7. Credential Recommendation

• • 7.1 Description of process ensuring appropriate recommendation 

  • 7.1.1 Candidate Progress Monitoring Document

  • 7.1.1 a Monitoring

The Center for Teacher Innovation (CTI) Intern Program enables teachers to earn a Mild/Moderate or Moderate/Severe Education Specialist Credential through an alternative certificate pathway allowing individuals to teach full time in their own classroom while earning their preliminary teaching credential. Candidates earn full-time salaries as teachers in Special Education classrooms while pursuing their Preliminary Education Specialist Credential with an authorization in Mild Moderate or Moderate Severe Disabilities. The Program is designed to prepare candidates to teach and provide services to students from kindergarten through age 22 and reflects the full range of service delivery options, including general education, and the knowledge and skills to meet the needs of students in the specific areas authorized by the credential. 

CTI engaged in an extensive study of current research to determine priority factors that directly impact both beginning teacher effectiveness as well as retention rates. Current research provides evidence that new teachers are far more likely to leave the profession than seasoned teachers. In addition, teachers in an intern program, particularly in Education Specialist settings, are at an even greater risk. CTI has designed the program around four, research-based components that affect beginning teacher success rates and teacher retention: beginning teacher support, emotional intelligence, working conditions, and the stages of teacher mastery. All components of CTI’s Education Specialist Intern Program directly connect to these four research-based, components of what beginning teachers must have to increase the likelihood of remaining in the profession long term and, thus, becoming masters of the field. 

Program Design 

The Center for Teacher Innovation (CTI) is housed in the RCOE School of Education, within the Educational Services Division. The intern program is directed by the Director I with Administrators and Program Specialists who liaise with local, partnering districts. Program design is based on the current framework of the California Multi- Tiered System of Supports (MTSS). Interns attend core courses two evenings per week, receiving support from Instructional Facilitators, and are provided ongoing opportunities to provide equitable access to the Common Core State Standards (CCSS) through the MTSS focuses of “core instruction, differentiated learning, student-centered learning, individualized student needs, and the alignment of systems necessary for all students’ academic, behavioral, and social success.” 

The three major principles of Universal Design for Learning (UDL) are also introduced, promoted and reinforced in each course to meet the needs of the full range of students in the specific areas authorized by the credential. Multiple Means of Engagement, Multiple Means of Representation and Multiple Means of Action & Expression are incorporated into lesson plans and course delivery for interns. 

Interns also participate in four semesters of Practicum Fieldwork in which they receive support from two educators identified as Support Providers: a site mentor and a practicum supervisor. Each semester culminates in the completion of a Mastery Reflection Tool in which the candidate, site mentor, and practicum supervisor reflect on the candidate’s growth on the Teaching Performance Expectations (TPEs). Candidates are provided weekly support until the completion of their Preliminary Education Specialist credential program.

Practitioners in the credential category actively participate in the design and development of the program’s philosophical orientation, educational goals, and content emphasis. These practitioners provide input as well as resources with regards to best practices in special education. Candidates also have the opportunity to provide feedback through course-end surveys. CTI also holds trimester meetings with RCOE’s Student Program and Services special education unit and hosts Institutional Stakeholder meetings four times per year to gain input and engagement on vision, direction, and design. In addition, CTI has a collaborative relationship with Tulare County Office of Education (TCOE) and also attends the Regional Network meetings hosted by Los Angeles Unified School District. These meetings allow stakeholders to reflect on current practices as well as provide input and insight with regards to CTI’s Education Specialist Intern Credential Program, the needs of beginning special education teachers, and the course design and sequence. 

Over the course of the past year, the Education Specialist Intern Program has shifted the Practicum Fieldwork model to an online observation model.  Traditional classroom visits have been replaced with interns recording their classroom lessons in a video annotation platform and Practicum Supervisors providing feedback electronically. Practicum Supervisors and Interns meet via the Zoom platform for pre-conference and post-conference sessions for planning as well as reflection of the observation. All observational videos as well as Zoom recordings are uploaded to the LiveText LMS. This new model has enabled CTI staff to have greater access to observing each Intern’s instruction as well as ensuring rich feedback is provided during the post-conference Zoom sessions.

Course of Study (Curriculum and Fieldwork)

The two-year course sequence is designed to provide interns with knowledge and skill in all Commission-adopted Standards. The content and fieldwork in the CTI Intern program integrates theory and practice as appropriate for teachers of record, builds on the pre-service experiences, and addresses all Commission-adopted standards. Coursework is presented to Interns in a cumulative sequence and has an organizational structure that forms a logical sequence between the instructional components and field work, providing for coordination of the components of the program. Content presented by course instructors is supported in practice through concurrent Practicum classes and Support Provider observations and targeted feedback aligned to the TPEs.

Autism Spectrum Disorders (ASD) content is included in the program for both mild/moderate and moderate/severe specialty areas. Candidates also complete an Autism Fieldwork component. The program also includes content for teaching English learners through CURR 251 as well as through Integrated ELD Observations during Practicum. This authorizes the credential holder to provide instruction for English language development and specially designed academic instruction in English within the subject area and grade level authorization of the Education Specialist Teaching Credential.

Access the Moderate/Severe Course Matrix here.

CTI intern candidates complete fieldwork in their own classroom as the teacher of record and participate in four semesters of Practicum. During their initial acceptance to the Intern Program, candidates must submit the Acknowledgement of Intern Setting and Placement form, which must be signed by a district designee. The CTI Intern program and partnering districts jointly provide intensive supervision that consists of structured guidance and regular ongoing support throughout the program.  Partnering school districts sign a Memorandum of Understanding (MOU) stating they will provide each intern with supports as outlined in the Commission-adopted standards. Practicum Supervisors observe Interns thirty times throughout the two year program with Site Mentors also providing 2-3 hours of support per week. Each semester culminates in a final evaluation of the Intern’s progress a Mastery Reflection Tool. Both Practicum Supervisors and Site Mentors are required to complete a Program Agreement to ensure their understanding of their roles and responsibilities and Interns verify the Intern Support Hours Requirement by submitting an Intern Support Log at the end of each semester.

Assessment of Candidates

Candidates are made aware of all components of the Intern Program, including forms of assessment, at their initial acceptance to the program. During an “Intern Credential Meeting”, candidates receive access to the RCOE Intern Program Handbook.  During this meeting, interns also complete their Program Agreement which also outlines requirements of the Intern Program. Interns then attend an Orientation to receive an overview of the requirements and expectations of the Intern Program. Candidates receive posted grades within (7) days of assignment submission and can submit a Request for Reconsideration of a Grade within 10 days of receipt of the grade. Any intern not meeting standards in coursework and/or Practicum are placed on a Corrective Action Plan to ensure additional support and resources are provided to the intern. If adequate progress is not made, candidates may also receive a Program Probation and/or Risk of Dismissal notification, both of which require a Success Plan meeting with the program Director. 

Assessments of intern competence are secured throughout the program coursework to assure that professional knowledge and skills meets the Commission-adopted competency requirements, as specified by the program standards.  Assessments are driven by the Teacher Performance Expectation (TPE) Rubrics and Continuum of Teaching Practices aligned to the California Standards for the Teaching Profession (CSTP). The emphasis of both inquiry and application is embedded throughout the program in both fieldwork and coursework, as interns are required in their Final Exam / Reflection for every course to demonstrate their ability to facilitate the teaching and learning processes covered in the course. Interns also produce and deliver a Multimedia Class Presentation as part of their Course Project for every course.

CTI Program Administrators, instructors, and practicum supervisors evaluate coursework evidence linked to program standards for completeness. Details of the coursework minimum passing requirements are outlined in the Instruction and Assessment as well as the Coursework Completion and Grading portions of the intern handbook. Intern candidates are also assessed during their four Practicum courses. Each semester culminates in the completion of a Mastery Reflection Tool in which the candidate, Site Mentor, and Practicum Supervisor reflect on the candidate’s growth on the Teaching Performance Expectations (TPEs). Candidates must earn an overall rating of “developing” or higher on the Mastery Reflection Tool. To receive a recommendation for an Education Specialist Preliminary Credential, interns must meet the exit criteria and Intern Program Completion Checklist outlined in the intern handbook.

Successful completion of the program requires interns to receive a grade of C or better for each course as well as receive a score of “developing” or higher on each TPE as indicated on their final practicum Mastery and Reflection Tool. Upon completion of the program, CTI program interns are eligible for an Education Specialist preliminary teaching credential issued by the California Commission on Teacher Credentialing and then move into the induction phase of their program, culminating in a California Clear Teaching Credential. 

Access the Moderate to Severe Course matrix here.

Access the Initial Program submission narrative here.