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Overview of SCOE School of Education Intern Program

Purpose

Thank you for your interest in our Intern Program. The SCOE School of Education offers a two-year Intern Program as an alternative pathway to either a Single Subject Math, Science, Art, Music, Dance, Theatre, or World Language, Mild to Moderate Support Needs and Multiple Subject credential. The Intern Program is well suited to:

• Second-career professionals
• Paraprofessionals with some teaching experience (substitute teachers, instructional aides, tutors, volunteers)
• Recent college graduates in content areas experiencing a shortage of teachers such as Math and Science
• Candidates unable to pursue traditional teacher preparation programs (due to family schedules, economic issues, etc.)

All candidates in the Intern Program must meet the same standards for teacher preparation as those found in a traditional college or university setting including demonstration of subject matter proficiency and completion of all prerequisite tests and coursework.

Prerequisites

• Possess a verifiable bachelor’s degree (or higher) from a regionally accredited college or university
• Satisfy U.S. Constitution requirements (transcript showing passage of college-level U.S. History course OR certificate)
• Meet subject matter requirement
• Obtain Certificate of Clearance from CTC (Form 41-LS)
• Obtain Tuberculin Test results

Coursework

• Successful completion of 120-hour Preservice coursework
• Four semesters of teacher preparation classes, concurrent while being a "teacher of record", entitles the candidate to the same credential as one earned through a traditional program
• Teacher preparation courses are completed on Saturdays

Program Distinctions

There are some major distinctions between traditional credential pathways and the alternative certification route:

• All candidates must enroll in a 120-hour Preservice prior to eligibility as an intern teacher
• Intern teachers are not in a resident or master teacher’s classroom
• Intern teachers serve (from the first day of school) as the paid, full time “teacher of record”
• Intern teachers are not “student teachers.” They do not have another teacher in the classroom

Subject Matter Equivalency

To demonstrate subject matter competence, a candidate for an Education Specialist teaching credential, except for the Early Childhood Special Education credential, shall complete one of the following:

1. Completion of a subject matter program approved by the commission
2. Passage of a subject matter examination (the California Subject Examination for Teachers or CSET)
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 (see PSA 23-04)
4. Successful completion of a baccalaureate or higher degree from a regionally accredited institution of higher education with the following, as applicable:
   • For single subject credentials, a major in one of the subject areas in which the commission credentials candidates (see PSA 23-04)
   • For multiple subject credentials, a liberal studies major or other degree that includes coursework in the content areas pursuant to subdivision (b) of Section 44282 (see PSA 23-04)
   • For multiple subject credentials, a bachelor’s degree or higher in a major that includes all of the subject areas identified in Education Code §44282(b): language studies, literature, mathematics, science, social studies, history, arts, physical education, and human development
   • For education specialist credentials, 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 (see PSA 23-04)
   • For more information about the subject matter options by credential area or type, please see the following chart: Subject Matter Chart of Options.  (for EdSpecialists, any of the “acceptable” degrees works for this section.)
5. For more information about the subject matter options by credential area or type, please see the Subject Matter Chart of Options. (For EdSpecialists, any of the “acceptable” degrees works for this section.)

SCOE/District Support

Support for SCOE intern teachers is provided through a collaborative partnership between the school district and the SCOE School of Education. A mentor teacher (from the district) provides on-site peer coaching. Field Coaches and faculty from SCOE School of Education provide ongoing coaching and instruction through planned observations during regularly scheduled site visits.

SCOE faculty will actively coach candidates to improve the delivery of instruction and to prepare for state assessments including State Approved Assessment on Reading Instruction and CalTPA (Teaching Performance Assessments). Additionally, all interns are assigned to a cohort to promote peer level support groups.

The SCOE Intern Program combines practical, relevant coursework with onsite support and mentoring. We recognize that our candidates bring a wealth of prior experience to the program and our courses are designed to link educational theory with best instructional practices.