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.

• STOCKTON:
  • October 19, 2020-April 7, 2021, Mondays/Wednesdays, 4:30pm to 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.

CURR111a Teachers as Learners (1)

Candidates examine their own experiences as learners and explore how those experiences affect their beliefs as teachers. Candidates focus on the complexity of teaching and meeting the needs of a variety of learners, with an emphasis on English Language Learners. Candidates are introduced to the California Teaching Performance Expectations (TPEs), which provide the guide for teacher expectations. Candidates examine the professional, legal, and ethical obligations of being an educator.

CURR112 Understanding the Physiology of Learning (1)

Candidates will have the opportunity to deepen their understanding of the learning and thinking process. Candidates will explore the following topics: 1) influences that foster or inhibit learning; 2) current brain research and other theories which help us understand the learning process, typical and atypical development; 3) current research and practice on factors affecting students’ language acquisition; 4) individual differences that affect learning 5) strategies for including English learners in mainstream curriculum.

CURR113 Creating a Learning Community (1)

Candidates focus on classroom management and environment, and the importance of establishing a physically, socially, and emotionally safe environment. Emphasis is also placed on the need for a climate of caring, respect, and fairness for all students. Candidates explore techniques that foster learning and use motivation as a key to discipline. The course addresses the influence of environment and instruction on the learning community. Professional, legal, and ethical issues are addressed.

CURR119 Access for All Students (1)

This course provides candidates with an introduction to evaluation, modification, design, and implementation of interventions, accommodations, and differentiation that will provide access to content for all learners. Special consideration is directed to the needs of English Language Learners and students with special needs.

CURR120 Preparing to Teach Reading/Language Arts (1)

This course provides pre-service teachers with an introduction to the developmental stages of literacy development. Students are provided explicit instruction in developing a motivating, literacy rich environment which integrates reading, writing, listening, and speaking for a full range of learners (including struggling readers, students with special needs, English Learners, speakers of non-standard English, and advanced learners). The role of read-alouds to literacy development is emphasized. Students explore the roles cultural and parental influences play in language development. The course includes the use of assessments to inform instruction for literacy development. Accommodations and modifications to meet the needs of all students, particularly ELs will be provided throughout the course.

CURR122 Curriculum, Instruction & Assessment (1)

Candidates are introduced to the cyclical process of curricular planning, teaching, assessing, and analyzing student work to guide instruction for both short-term and long-term instructional goals. Candidates learn and practice developing the elements of effective lesson design (learning objectives, anticipatory set, instruction, progress monitoring, closure, and assessment) utilizing CA Academic Content Standards (Common Core, Next Generation Science Standards) and the standards for career readiness. Candidates gain an understanding of how to monitor student progress and become familiar with a variety of assessment tools, including rubrics. Issues of diversity and teaching English Learners and students with special needs are addressed as they relate to curriculum planning, instruction, and assessment practices.

EL114 Preparing to Teach English Language Learners (1)

Candidates are introduced and initially prepared to teach English learners by increasing candidates' knowledge and understanding of second language acquisition, background experiences, home languages, skills and abilities of EL student populations; and by teaching them to apply appropriate pedagogical practices informed by sound theory and research that provide access to the core curriculum and lead to high achievement for all students.

TECH110 Technology for the Classroom (1)

In this course, teachers will be introduced to various technology tools, applications, and resources, as well as, best practices for integrating technology into the classroom. The course emphasizes hands on technology training designed to assist teachers in their role as a classroom instructor and is designed to meet the introduction level of the technology mastery in accordance with the California Standards of the Teaching Profession. Sessions have been designed to incorporate technology use in conjunction with Common Core Standards in K-12, English Language Acquisition, and Special Education classrooms.

*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)
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 $520 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.

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.