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.

  • STOCKTON:
    • November waitlist
    • January 10, 2019-May 30, 2019, Tuesdays/Thursdays, 4:30pm to 7:30pm, VIEW SCHEDULE
    • February 4, 2019-May 7, 2019, Mondays/Tuesdays/Wednesdays, 4:30pm to 7:30pm, VIEW SCHEDULE
  • CERES:
    • January 7, 2019-May 29, 2019, Mondays/Wednesdays, 4:30pm to 7:30pm, VIEW SCHEDULE

    *TCSJ offers the Pre-Service Program 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.

CURR111 Teachers as Learners (.5)

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.

Pre-Service Program Fees as of June 1, 2018

  • $50 Non-Refundable Application Fee
  • $350 non-refundable deposit due at time of enrollment
  • Remaining $500 due in monthly installments determined at enrollment
  • Books included
  • Official transcripts from each institution attended (a transcript MUST show the bachelor’s degree conferred from a regionally accredited institution).
    • Bachelors Degree from a regionally accredited institution (MSA, NWCCU, NCA, NEASC-CIHE, SACS-CC, WASC-Jr., WASC-Sr).
    • If you earned your Bachelors Degree from a Foreign Institution, please refer to the CCTC Foreign Transcript Evaluation leaflet to see what agencies are approved for transcript evaluation
    • Bachelor's Degrees in Education are now approved if a candidate is pursuing a multiple subjects credential.
  • Official transcripts from each institution attended (a transcript MUST show the bachelor’s degree conferred).
  • Valid Certificate of Clearance
  • Basic Skills Requirement, e.g. CBEST
  • Completion of US Constitution requirement (met if you earned your BA/BS from a CSU). If you did not graduate from a CSU, when you apply to the program, the admissions department will review your transcripts to see if a course you took will meet this requirement. If not, you can take an online exam at www.usconstitutionexam.com, or go to a testing center (American River College).
  • Emergency Contact Form
  • Tuberculosis test results (must be dated within 4 years)
  • Letter of good standing (only required if applicant has been enrolled in a teacher preparation program)
  • Candidate Acceptable Use Policy & Computer Use Agreement Form (within application)
  • Audio/Photo/Video Media Release Form (within application)
  • $50 non-refundable application fee
  • $350 non-refundable enrollment deposit (Remaining $500 is due in monthly installments determined at enrollment)

Electronic Device Requirement

Candidates are required to come prepared for class each night with a laptop or tablet to access course material. Devices must have “dual band” Wi-Fi radios. Devices without dual band radios may not be able to access required course curriculum. Please check with your device vendor to determine whether the device you wish to use has this capability. The program is not responsible for lost, stolen or damaged electronic devices.

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