Preconditions for PK-3 Early Childhood Education (ECE)
Specialist Instruction - Intern
Revised 4/21/2023 per Commission action

 

Preconditions Specific to Interns

(1) Baccalaureate Degree Requirement

Candidates admitted to intern programs must hold baccalaureate degrees or higher from a regionally accredited institution of higher education.

(2) Demonstration of Subject Matter Competence

The approved Preliminary PK-3 Early Childhood Specialist Instruction preparation program sponsor determines that each candidate meets the subject matter requirement prior to being given daily whole class instructional responsibilities in a preschool through third grade setting, which may include one of the following two options:

  1. Possession of a baccalaureate degree or higher from a regionally accredited institution of higher education with a degree major in Child Development, Child and Adolescent Development, Human Development, Early Childhood Education, Child and Family Studies, Early Childhood Studies, Human Development and Family Science, Family Science, or Child, Adolescent, and Family Studies
  2. Completion of 24 semester units or the equivalent quarter units of non-remedial, degree-applicable coursework at a regionally accredited institution of higher education in early childhood education and/or child development.

(3) Preservice Requirement

Each PK-3 ECE Specialist Instruction credential Intern program must include a minimum 120-clock hour (or the semester or quarter unit equivalent) preservice component which includes foundational content in the following:

  • State adopted student content standards and frameworks for early childhood education grades PK-3 (i.e., with the K-3 Mathematics Standards and Framework and the Preschool Learning Foundations and Curriculum Frameworks in the core curriculum areas for grades PK-3).
  • General pedagogical strategies for PK-3 children, including classroom management and planning.
  • Subject specific pedagogy, as appropriate to content areas for children in PK-3settings.
  • Effective developmentally appropriate strategies in literacy and mathematics development for children in grades PK-3.
  • Instruction in English Language Development for multilingual and English learner students

(4) Professional Development Plan

The employing district has developed and implemented a Professional Development Plan for interns in consultation with a Commission-approved PK-3 Early Childhood Specialist Instruction program of teacher preparation. The plan shall include all the following:

  • Provisions for an annual evaluation of the intern.
  • A description of the courses to be completed by the intern and a plan for the completion of preservice or other clinical training, if any, including student teaching.
  • Additional instruction during the first semester of service, for interns teaching in preschool through third grade inclusive, in teaching methods and in inclusive settings for pupils with mild and moderate disabilities.
  • Instruction, during the first year of service for interns teaching children in bilingual classes, in the methods of teaching multilingual children

(5) Supervision of Interns

In all intern programs, the participating institution in partnership with the employing districts shall do the following prior to the intern teacher assuming daily teaching responsibilities:

  • Complete a signed Memorandum of Understanding between the commission accredited program sponsor and the California employing agency detailing the support and supervision that will be provided.
  • Identify a mentor for the intern teacher who possesses a valid, corresponding life or clear teaching credential and a minimum of 3 years of successful teaching experience.

    Additionally,
  • In all intern 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 for candidates without a valid English learner authorization.
  • The intern program ensures that its partner employing district identifies an individual who is immediately available to assist the intern teacher with planning lessons that are appropriately designed and differentiated for English learners, for assessing children’s language needs and documenting progress, and for support for the intern to language accessible instruction through in-classroom modeling and coaching as needed.
  • 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.

(6) Assignment and Authorization

The program understands and communicates to the intern the scope of the authorization for the PK-3 ECE Specialist Instruction intern credential. The institution stipulates that the intern’s services meet the instructional or service needs of the participating districts.

(7) Participating Districts

Participating districts are California public school districts or county offices of education. Submissions for approval must identify the specific districts involved and the specific credential(s) involved.

(8) Length of Validity of the Intern Certificate

Programs must communicate to interns that each PK-3 ECE Specialist Instruction intern certificate will be valid for a period of two years.

(9) Non-Displacement of Certificated Employees

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

(10) Justification of Intern Program

When an institution submits a program for initial or continuing accreditation, the institution must explain why the intern program 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.

(11) Bilingual Language Proficiency.

Intern programs must verify that candidates who are dually enrolled in a Bilingual Authorization program have attained a language proficiency level in listening, speaking, reading, and writing the target language that is equivalent to the passing standard on the appropriate CSET: World Languages language examination prior to recommending for the intern credential. This performance level is set at a minimum of ACTFL Advanced-Low for Western languages and ACTFL Intermediate-High for non-Western languages. Programs must submit evidence to the Commission which demonstrates how the program ensures that candidates meet the requirement. Reference: Education Code Section 44325(c)(4).

 

 

 

Updated November 20, 2023