PRE-SERVICE PROGRAM

TCSJ offers the Pre-Service multiple times in spring, summer, and fall (schedules are determined by demand). If future dates are not posted, you may still submit your application packet for the next Pre-Service Program. Due to COVID, Pre-Service coursework is currently held online.

• STOCKTON:
  • June 22, 2021-August 16, 2021, Mondays/Tuesdays/Wednesdays/Thursdays/Saturdays*, 4:30pm-8:30pm, VIEW SCHEDULE
    
  • *Scheduled Saturdays will meet 8:30am-12:30pm
  • July 13, 2021-December 16, 2021, Tuesdays/Thursdays, 4:30pm-7:30pm, VIEW SCHEDULE
    
• CERES:
  • To Be Determined

*If an upcoming Pre-Service has low enrollment, the classes will be pushed back two to three weeks to allow for more candidates to enroll in the program. Candidates already enrolled will be notified of any schedule changes at least two weeks before classes were originally set to begin.

Effective July 1, 2021, IMPACT and Pre-Service classes will start at 5:00pm instead of 4:30pm as some of our partner districts and school sites are pushing back their start times to align with SB328. This will support our candidates (and instructors) as they meet their contractual workday obligations and strive to arrive to class on time in Ceres or Stockton.

EDUC100 Technology to Support Teaching & Learning (1)

Educational technology refers to various tools, applications, and resources that can be used to facilitate teaching and learning. With an introduction to the International Society for Technology in Education (ISTE) standards for students and educators, candidates will explore technology as a tool to improve the teaching and learning process. In this introductory course, candidates will learn to use various tools to increase student interaction and access to the curriculum, present content, build community, and assess learning.

EDUC101 Setting the Stage for Learning (2)

California is a state rich in diversity. Preparing to effectively teach all learners is a complex responsibility. In this course, candidates are introduced to the California Teaching Performance Expectations (TPEs), which provide guidance for teaching practices and meeting the needs of all students. Cultural and linguistic backgrounds, assets, and needs of students will be examined and discussed as they apply to teaching and learning. Emphasis is placed on the need for a climate of caring, respect and fairness for all students. Establishing a physically, socially, emotionally, and safe environment is explored in relation to classroom management and learning. The Universal Design for Learning (UDL) and Positive Behavior Interventions and Supports (PBIS) Frameworks will be examined. Candidates explore techniques that foster learning and use motivation as a key to discipline. Personal, professional, legal and ethical issues related to meeting the needs of all learners are explored.

EDUC102 Equitable Access for English Learners (2)

Developing an understanding of how to provide English learners equitable access to the state adopted content standards is the focus of this course. An introduction to EL identification, first and second language acquisition theories and understanding students' needs and assets will provide a foundation to support English learners. Candidates will examine how the ELD Standards are used by all teachers in tandem with Content standards to support content, language and literacy development.

Research-based practices will be introduced to support the development of broadly literate individuals who can be successful in college, career and civic life in the 21st Century. These practices will be applied to the Universal Design for Learning (UDL) and Multi-Tiered Systems of Support (MTSS) Frameworks.

EDUC103 Planning Instruction (2)

Understanding how students develop cognitively, socially and emotionally, lays the foundation for this course. Using current research about how people learn, candidates will examine ways to create learning environments and practices appropriate for all students. With a focus on providing universal access, candidates will be introduced to standards-based lesson design with an understanding of student variability, and the role instructors play in meeting individual needs while validating each student’s culture and assets. Collaboration with students, families, care takers, colleagues and support staff, as a tool for supporting every student will be emphasized.

EDUC104 Preparing to Teach Reading (1)

An introduction to the developmental stages of literacy is the focus of this course. Candidates are provided explicit instruction in creating a motivating, literacy rich environment which integrates reading, writing, listening, and speaking for a full range of learners. The role of read-alouds is emphasized to engage learners of all ages in literacy development. Shared responsibility of caretakers and the school community in students’ literacy development is identified.

EDUC105 Preparing to Teach and Assess (1)

The cyclical process and practice of curricular planning, teaching, assessing, and analyzing student work to guide instruction for all students inclusive of diverse student populations, is a practice all educators must embrace. In this course candidates will gain an understanding of this cyclical process within the Multi-tiered Systems of Supports (MTSS) model as it pertains to access for all, curriculum, instruction, interventions, progress monitoring, and data driven decisions. Candidates practice effective standards-based lesson design, incorporating principles of Universal Design for Learning (UDL). A variety of accommodations and modifications will be introduced. This course will expose candidates to various types of assessment, i.e. diagnostic, informal, student self-assessment, and formal, and how they are utilized for student progress monitoring and guiding instructional and intervention practices.

*Candidates are required to observe for a total of six hours of early fieldwork in a classroom taught by a California Credentialed Teacher. The observations must be completed in three different settings including general education and special education

View courses descriptions

Please visit the Tuition page for full details.

1. Online Application
2. Official Sealed Transcripts:
• Bachelor's degree from a regionally accredited institution or a complete foreign transcript evaluation from an approved* agency confirming equivalent degree. (*See document CL-635 on the California Commission on Teacher Credentialing website (CTC).
• If you have earned your bachelors degree, but it has not been posted to your transcript, you must provide a letter from your academic institution on letterhead (from the registrar or appropriate designee), stating that you have completed all requirements for the degree and the date that the degree will be officially conferred.
3. Basic Skills Requirement (e.g. CBEST) Must be met by one of the following:
   1. Provide evidence of meeting the requirement (Learn what evidence must be submitted to apply)
   2. Proof of progress toward meeting the requirement. Due to COVID, 2021 applicants can submit a waiver demonstrating progress toward meeting the requirement as evidenced by proof of registering for the CBEST. If an applicant has previously taken the CBEST and not passed, there is no flexibility available. In this case, the student must show evidence of meeting the requirement.
4. Certificate of Clearance (not required if applicant has a valid document issued by the California Commission on Teacher Credentialing, e.g. 30-day substitute permit.)
5. Completion of US Constitution Requirement (A course or examination. See document for more information)
6. Emergency Contact Form (within application)
7. Acceptable Use Policy & Computer Use Agreement Form (within application)
8. Audio/Photo/Video Media Release Form (within application)
9. $50 non-refundable application fee
10. $400 non-refundable enrollment deposit (Remaining balance is due in monthly installments determined at enrollment)
11. Letter of Good Standing - If you have previously been enrolled in a teacher prep program that did not result in a credential, you must provide a letter of good standing from your previous teacher preparation program/academic agency to be enrolled in program coursework. If this is not possible, please attach a letter of explanation.

**The Basic Skills requirement must be successfully completed prior to Intern-Eligibility and admission into the IMPACT program.

Successful completion of Pre-Service does not "expire", however requirements are subject to change based on CTC standards and requirements. To be intern-eligible, candidates must complete requirements based on the most current standards.

Pre-Service completed prior to 2014 is not aligned with current standards and expectations. While some courses are still valid, updated coursework is required to fulfill intern eligibility requirements.