CALIFORNIA STATE UNIVERSITY, LONG BEACH
POLICY STATEMENT
August 22, 1985
NUMBER: 85-14
FILE: Credential
The following policy was recommended by the Academic Senate in its
meeting of May 9, 1985, received the concurrence of the President
on May 24, 1985, and the approval of the Commission on Teacher Preparation
on August 6, 1985.
SUBJECT: SINGLE SUBJECT TEACHER INTERNSHIP CREDENTIAL In
cooperation with approved school districts, the Graduate School
of Education may offer a Single Subject Teacher Internship Credential
Program.
OBJECTIVES --
A Single Subject Teacher Internship Credential Program shall provide
instruction and immediate experience, preparing the student to demonstrate
the following competencies:
1. Development and use of measurable performance objectives and
instructional lesson plans by creating a curriculum/instruction/
evaluation unit;
2. Identification and use of classroom instructional techniques
and materials relating to the student's subject area, providing
for diversity in pupil abilities and for ethnic, linguistic and
socio-economic factors and individual differences;
3. Identification of the effective use of subject matter in terms
of its organization, selection, presentation, application, and interpretation;
4. Identification and demonstration of the interrelatedness of listening,
speaking, reading, writing, and thinking, and the psychology and
physiology underlying these processes;
5. Identification and use of effective classroom management;
6. Identification and creation of the optimum learning environment;
7. Use of various types of classroom organization;
8. Diagnosis of pupil learning problems and prescription of appropriate
remediation;
9. Utilization of self-assessment and self-improvement techniques
through evaluation of student performance;
10. Evaluation of student achievement using various tools and processes;
11. Identification and use of criterion- and norm-based evaluation
instruments;
12. Identification and use of a variety of effective communication
processes among teacher, pupils and parents;
13. Demonstration of a positive professional attitude;
14. Work cooperatively with teachers and administrators;
15. Exhibit the ability to manage time and cope with stress;
16. Perform successfully clerical and management duties;
17. Understanding professional and legal requirements and responsibilities;
18. Demonstrating knowledge of pupil's psychological, physical,
emotional, and social characteristics which affect their reading;
19. Demonstrating knowledge of: theories of reading, reading instructional
approaches, the varieties of school organization for teaching reading
(i.e., self-contained class, open space, departmentalized, etc.);
20. Demonstrating an ability: to stimulate pupils' interest in reading,
to be sensitive to factors that may affect the pupils' progress
in reading English including linguistic and dialectal differences
of the family, peers, or region; as a model reader and communicator
with a knowledge of how teacher expectations affect pupil learning
and reading;
21. Demonstrating an understanding of ethnic, socio-economic, and
dialectal differences which may delay the pupils' normal reading
progress in English;
22. Demonstrating an ability to make effective use of: techniques
for evaluating one's own teaching of reading; approaches to inservice
reading; professional organizations, journals, and texts as sources
of knowledge and local sources (bookshops, school supply houses,
story-tellers) and materials and resources for teaching reading;
23. Demonstrating fluent oral reading and knowledge of word structure,
comprehension, analysis of author's purpose, and flexibility;
24. Demonstrating knowledge and skills of reading instruction within
a school setting, such as a classroom, or tutorial experience.
ADMISSION CRITERIA --
Applicants are to submit a complete application for the Internship
Program for review and action by the University Single Subject Teacher
Education Committee and the Internship Admissions Committee. Upon
acceptance of the applicant into the Internship Credential Program,
the student must submit the State application for an Internship
Credential with supporting documents and fees to the California
Teacher Preparation Commission through the CSULB Credential Processing
Center. The student must hold an Internship Credential prior to
engaging in Internship teaching. The requirements for the Internship
Credential are as follows:
1. complete the baccalaureate degree, complete or be very nearly
complete with single-subject major (or equivalent);
2. pass the California Basic Educational Skills Test CBEST;
3. apply for the Internship Credential Program in the CSULB Single
Subject Credential Office;
4. have and maintain an overall grade point average of 3.00 and
a grade point average of 3.0 in all upper-division and graduate
courses in the single-subject major and in professional education
courses;
5. provide verified evidence of a minimum of 40 hours experience
with pupils in a school situation, such as serving as a teacher's
aide; (This may be accomplished in EDSS 300 during the prior summer
session);
6. have clearance on the CSULB speech assessment;
7. have health clearance prior to field experience;
8. have an offer of employment on an Internship Credential Program
from the participating school district.
RESPONSIBILITIES OF PARTICIPATING SCHOOL DISTRICTS --
The Graduate School of Education may negotiate Single Subject Internship
Credential Program arrangements with school districts, subject to
the approval of the President and the Commission on Teacher Preparation.
Participating districts are expected to assume the following responsibilites:
1. Establish an Internship Program Council in accordance with State
regulations.
2. Assist in the screening of interns for the program;
3. Screen and employ qualified interns;
4. Determine the salary of each intern in accordance with district
policy;
5. Assign each intern his or her professional duties;
6. Participate, as required, in the activities of the CSULB Internship
Programs Council;
7. Assume appropriate responsibilities for preparing the intern
for full credentialing, including advising, instructing, evaluating,
and recommending the intern for the clear credential.
ACADEMIC PROGRAM --
The Internship Credential Program may be presented in either of
two formats, depending on the arrangements made with the participating
school district.
Plan A:
Standard Teacher Education Program with Internship Teaching of One
Year Substituted for Student Teaching
Prerequisite to Internship Teaching: EDSS 300, 450; EDSE 310 or
435, 421 or 436, 457. Effective with the fall semester 1986, a student
must complete either EDSE 435 or 436 as a part of the above requirement.
To be taken during Internship Teaching: EDSS 472 A,B,C,D (3,3,3,3)
taken as 6 units per semester.
To be taken before, during or after Internship Teaching: HSCI 411B,
EDP 350.
Plan B:
Two-year Internship Program -- Required Courses Taken Concurrently
and During Summer Sessions
Suggested sequence:
Summer session -- EDSS 300;
Fall semester -- EDSS 472A, EDSE 421;
Spring semester -- EDSS 472B, EDSS 450;
Summer session -- EDSE 457, IM 340;
Fall semester -- EDSS 472C, EDSE 435;
Spring semester -- EDSS 472D, EDP 302;
Summer session -- EDP 400;
Additional courses to be taken before, during or after Internship
teaching -- IM 300, HSCI 411B, EDP 350.
PROFESSIONAL DUTIES OF THE SINGLE SUBJECT INTERN --
Most Single Subject Interns will be assigned to teach fulltime in
a shortage field. Conditions of employment are governed by the Master
Agreement, school district board policies and regulations. For the
purpose of employment, interns are employed under the temporary
provisions of the California Education Code (EC44920).
EVALUATION OF INTERNSHIP PROGRAMS --
The Graduate School of Education shall maintain a Single Subject
Internship Credential Program Evaluation Plan in cooperation with
the participating school districts. The Plan shall include:
1. Evaluation of candidates prior to admission;
2. Continuous evaluation of the student during the period of internship
teaching;
3. Final evaluation of the student prior to issuance of the single
subject credential;
4. Follow-up of graduates; and,
5. Evaluation of the Internship Program.
EFFECTIVE: Immediately
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