If you began TCSJ’s Pre Service Program prior to March 2021 and want to begin the IMPACT Intern Program in 2022 or beyond​, you need to complete additional pre-service coursework to be fully aligned with current content and requirements. Learn More

Completion of an approved Pre-Service Program* is one requirement to become intern eligible. Pre-Service coursework is designed to introduce candidates to various aspects of the teaching profession. As a requirement of the California Commission on Teacher Credentialing (CCTC), understanding the needs of English Language Learners is a major emphasis of the coursework within the Pre-Service Program. TCSJ offers Pre-Service coursework every semester on a "first-come, first-served" basis.

In addition to coursework, candidates are required to observe for a total of six hours in a classroom taught by a California Credentialed Teacher. The observations must be completed in three different settings including general education and special education.

**Completion of Pre-Service at TCSJ does not guarantee eligibility to enroll in the IMPACT credential program. TCSJ has the right to deny admission to the Program based on an applicant's suitability and the best interests of the Program.

Questions? Contact the Admissions Team at (209) 468-4926

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Pre-Service coursework is in-person and offered year-round in both Stockton and Ceres.


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.


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.


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.


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.


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.


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.

Eligibility requirements to apply to TCSJ's IMPACT Intern Preliminary Teaching Credential Program Program:

  • 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 bachelor's 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.
  • Basic Skills Requirement Individuals may satisfy the basic skills requirement by one of the following methods:
    • Passing CBEST score report
    • Passing CSET Multiple Subject plus CSET Writing Skills examination score report
    • *Qualifying scores on the CSU Early Assessment Program or the CSU Placement Examinations
    • *Qualifying scores on the SAT or ACT
    • *Qualifying scores on the College Board Advanced Placement (AP) Examination(s) report
    • Passing Basic Skills Examination score report from Another State
    • Evidence of completing the Basic Skills Requirement by Coursework (If selecting this option to satisfy the Basic Skills requirement, applicants must attach the Petition to Meet the Basic Skills Requirement** by Coursework Form to their application.)
    • Evidence of completing the Basic Skills Requirement by Coursework and Exam (If selecting this option to satisfy the Basic Skills requirement, applicants must attach the Petition to Meet the Basic Skills Requirement by Coursework Form AND exam reports(s).)
  • 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.)
  • Completion of US Constitution Requirement (View this document for more information)
  • Letter of Good Standing (if applicable) 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.

*Original sealed score reports are required to be admitted and can be mailed to the attention of the TCSJ Admissions Department: P.O. BOX 213030, Stockton CA 95213 or delivered in-person to our admissions office between 8am and 4pm, Monday-Friday at 2721 Transworld Drive, Stockton, CA 95213.
**Complete the Petition to Meet the Basic Skills Requirement by Coursework

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Program: $1,100 TOTAL ($115 per unit x 9 Units + $65 application fee)

  • $65 Non-Refundable Application Fee
  • $400 non-refundable deposit due at time of enrollment
  • Remaining $635 due in monthly installments determined at enrollment
  • Books included

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.

    • October 19, 2021 – April 21, 2022, Tuesdays/Thursdays, 5pm-8pm, VIEW SCHEDULE
    • January 4, 2022 – June 16, 2022, Tuesdays/Thursdays, 5pm-8pm, VIEW SCHEDULE
    • February 8, 2022 – May 26, 2022, Tuesdays/Wednesdays/Thursdays, 5pm-8pm, VIEW SCHEDULE
    • March 8, 2022 – June 22, 2022, Tuesdays/Wednesdays/Thursdays, 5pm-8pm, VIEW SCHEDULE
  • CERES:
    • January 6, 2022 – June 1, 2022, Tuesdays/ Thursdays/Occasional Wednesdays, 5pm-8pm VIEW SCHEDULE
    • March 1, 2022 - June 2, 2022, Tuesdays/Wednesdays/Thursdays, 5pm-8/9pm, VIEW SCHEDULE

*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.