Internship Approval, Application, Responsibilities, and Support

Interns in the PK-3 ECE Specialist Instruction Credential Program are the teacher of record and fulfill their employment contract as they work to complete their preparation program and credential requirements. As such, there are additional requirements that are specific to intern programs and interns.

The intern pathway option is in place of student teaching, and the PK-3 ECE Specialist Instruction Credential Program application is the same for all applicants. Only candidates who have teaching experience may consider the  intern pathway option. Upon program admission, candidates receive more information about the intern pathway option. 

The California Education Code does not authorize placement of interns in private schools. Candidates may not complete an internship at a private school under any circumstance.

Clinical practice for the PK-3 ECE Specialist Instruction Credential requires that all candidates complete a minimum of 200 hours each in both a PK or TK setting and a K-3 setting, with the remaining 200 hours in either setting. Interns are not exempt from this requirement. Interns will be required to complete additional fieldwork, beyond their employment contract, in order to meet the clinical practice requirements for the PK-3 ECE Specialist Instruction Credential.

Prerequisites to Become an Intern

Step 1: Candidate Obtains Department Authorization

Program Coordinator Permission: Candidates must obtain university authorization from the Credential Program Coordinator before they are eligible to accept any offer of employment. Candidates must complete an Intent to Intern Form provided by the Credential Program Coordinator. Not all candidates qualify for University authorization to seek employment. If the Credential Program Coordinator authorizes a candidate to seek employment, they may seek employment at that time. 

Step 2: Candidate Secures Employment

Once approved by the Credential Program Coordinator, candidates find a teaching position; the University does not secure employment for any teacher candidate. Interns may seek part-time or full-time employment, but the employment contract must be a minimum of 60% (or 0.6 FTE) to meet fieldwork requirements. If the employment contract is less than 60%, the candidate will be required to complete additional fieldwork hours.

The California Education Code does not authorize placement of interns in private schools. Candidates may not complete an internship at a private school under any circumstance.

Step 3: University and Employing District/School Site Secure an MOU

Internships are limited to public school districts and or public charter schools that have a valid Intern Memorandum of Understanding (MOU) with CSU East Bay.

If a candidate is offered employment within a school district or charter school not currently on the MOU list, the candidate must gather the following information and email it to the Fieldwork Placement Coordinator (Email Subject Line: New Intern MOU Contact Information):

Step 4: Candidate Applies for the Intern Credential

The Credential Student Service Center (CSSC) requires the following in order to recommend a candidate for an Intern Credential:

• Authorization email sent from the Credential Program Coordinator to the candidate. The Intent to Intern Form must be completed in order to receive this email.
• Summer course grades of B or higher, with a cumulative GPA of 3.0 and no grades of Incomplete or No Credit.
• Current enrollment in the PK-3 ECE Specialist Instruction Credential Program fall semester coursework.
• Submit the completed Intern Credential Application on or after August 1. The application requires the submission of the documents listed below:
  • Verification of Employment from the district signed by HR with an exact start date in the current academic year (page 4 of the Intern Application)
  • Valid CTC document (www.ctc.ca.gov) 
  • Valid negative TB test (TB Risk Assessment not accepted) 
  • Evidence of Subject Matter Competency (SMC) (by degree or units)
  • Credential processing receipt of $25.00 for each credential document type paid via CashNet (attach a copy of your receipt with your application)

The intern credential is valid for a period of two years. The intern credential is only granted for the current employing school site and the University. If there is a change in employment, the intern credential will no longer be valid.

Candidates must be continually enrolled in coursework while teaching under an Intern Credential. Any candidate who must complete a second year as an intern, is required to enroll in the PK-3 ECE Specialist Instruction Credential Program’s fieldwork course or the Intern Credential will be canceled.

Intern Teacher Responsibilities

In addition to adhering to school and university rules, policies, and professional obligations, each candidate is also expected to:

• Place students at the center of every decision made.
• Meet high professional expectations: 
  • make ethical decisions, 
  • meet deadlines, 
  • communicate promptly and effectively with all stakeholders, 
  • maintain commitment to being responsible, punctual, well-prepared, appropriately dressed, and 
  • remain mindful of being a guest, albeit an employed one, at the school.
• Arrive at the fieldwork placement site at the arranged time, prepared to teach, and have all lesson plans and materials ready for the day.
• Work collaboratively with the University Supervisor and Mentor Teacher to develop the Individualized Intern Plan (IIP) during the first three weeks of the school year.
• Seek out opportunities to integrate into the school community through observation of colleagues and participation in school activities.
• Proactively communicate concerns, and ask questions to address concerns as they arise.
• Develop as lifelong learners and reflective practitioners as they engage in reflection to continuously improve teaching practice.
• Work collaboratively with the Mentor Teacher to coordinate schedules for observations. This may include the Mentor Teacher observing the intern or the intern observing the Mentor teacher and other veteran teachers during the intern teacher’s prep time. 
• Maintain copies of all reflection, observation, and evaluation documents as well as the Individual Development Plan (IDP) in preparation for teacher induction.
• Notify the School Site and the University Supervisor as soon as possible if the candidate will be absent from fieldwork.

Failure to meet intern teacher responsibilities may result in declassification from the program.

Intern Support

Candidates employed under an Intern Credential are provided support throughout the academic year by their Mentor Teacher and their assigned University Supervisor. The Mentor Teacher must NOT be an educator in an evaluative position. However, interns are evaluated by the University Supervisor and may also be evaluated by a school or district administrator. 

School District Support

Employer-Provided Mentor Teacher: Prior to an intern assuming daily teaching responsibilities, the employer will appoint a Mentor Teacher with an English Learner Authorization. The Mentor Teacher must NOT be an educator in an evaluative position. Throughout the academic year, the Mentor Teacher provides a total of 26 hours of support, mentoring, and supervision within the school day of the Intern. This support consists of observations, conferences, emails, and phone calls to the Intern teacher.  The Mentor Teacher also provides an additional 10 hours of support and supervision during the school day related to English Learners.

School Site Meetings (90 hours): Interns will attend new teacher orientation, grade level and/or department meetings, faculty meetings, and professional development seminars provided to faculty.

University Support

Individualized Intern Plan: The University Supervisor, Mentor Teacher, and the Intern develop the Individualized Intern Plan (IIP) during the first three weeks of the school year. The IIP specifies the support, mentoring, and supervision the Intern will receive as a means of planning for meeting the required 144 hours of general support as well as the additional 45 hours of support specific to the needs of English Learners. The IIP is submitted to the Intern Coordinator of the PK-3 ECE Specialist Instruction Credential Program for approval.

Intern Contract: All Interns are required to sign a contract with CSU East Bay that specifies the responsibilities of the Intern and outlines the conditions of the MOU between CSU East Bay and the partner school district. Failure to comply with the conditions of the internship may result in the intern credential being revoked.

2nd-Year Interns: An intern who has not met the requirements to apply for the preliminary credential may continue to work as an intern for up to one additional academic year. To do so, the intern must be enrolled in the required fieldwork course throughout the year or until they apply for their preliminary credential. As part of this fieldwork course, the intern is assigned a University Supervisor, completes 6 observations per semester, and tracks their hours via Time2Track. Failure to meet these requirements will result in the cancellation of the intern credential. 

Note: The intern credential is only granted for the current employing school site and the University. If there is a change in employment, the intern credential is no longer valid.

Hours of Support

Specific intern support requirements include 144 hours of General Support throughout the school year. General support is provided by the school district and the University. This support includes:

• University Support:
  • Development of Individualized Intern Plan (IIP)
  • Intern Coordinator support
  • Intern seminar (TED 578, 579)
  • Supervisor conference/meeting
    
  • Supervisor email/phone/text support
    
  • Supervisor observation
    
• District Support:
  
  • Development of Individualized Intern Plan (IIP)
    
  • District New Teacher Orientation
    
  • District Professional Development
    
  • Mentor conference/meeting
    
  • Mentor email/phone/text support
    
  • Mentor helps with instructional planning, assessment, management, etc.
    
  • Mentor observation
    
  • Observation of other experienced teachers
    
  • School-site meetings (grade level, department, faculty)
    

• University Support:
  
  • EL observation/supervision (by University Supervisor)
    
  • EL conference/meeting (with University Supervisor)
    
  • EL-related professional development
    
• District Support:
  
  • EL observation/supervision (by Mentor Teacher)
    
  • EL conference/meeting (with Mentor Teacher and/or other school site support)
    
  • EL-related professional development