IMPACT Intern Program

The IMPACT Intern Program housed within TCSJ is an accredited California Commission on Teaching Credentialing (CCTC) program that works in partnership with a consortium of local school districts. It is an alternative pathway to acquire a teaching credential and prepares teachers for single and multiple-subject positions in elementary, middle school, and high school settings, and authorizes teachers to provide Special Education services.  Teachers who begin their teaching career with an Intern Credential are employed* and paid by the school district as the “teacher of record” for their classrooms, work closely with a Support Supervisor and attend evening classes in a cohort model one to three evenings per week for two years to earn a Preliminary Teaching Credential. Interns are assisted by the TCSJ Credentials office with processing Intern Credentials.

*Interns who are admitted into the TCSJ IMPACT Intern Program must be employed in a face-to-face instructional setting (minimum .5 FTE) with the same group of students on a daily or weekly basis as determined by the master schedule. One-on-one/virtual/Independent Study programs do not qualify.

Eligibility Requirement Details:

• Bachelor’s Degree or higher from a regionally accredited institution
  • • If a bachelor’s degree 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.
    • If your degree was completed at an institution outside of the US, you must get your transcripts evaluated from an approved agency confirming an equivalent degree. View Approved Agencies
• Subject Matter Competency Completion | View Details, View Subject Matter informational video

• United States Constitution Requirement | Learn More
• Certificate of Clearance or valid document issued by the California Commission on Teacher Credentialing | View Details, View Tutorial Video
• Completion of an intern pre-service preparation program* OR proof of valid CA teaching credential (Single, Multiple or SPED Preliminary or Clear teaching credential) * View tab below to learn more about our Pre-Service Preparation Program!
• Verification of employment as a teacher of record from an IMPACT Intern Program partner district/school. Click HERE to view the sample Verification of Employment.
• Letter of Good Standing (only required if the applicant has been enrolled in or is currently enrolled in a teacher preparation program at another institution.)

If all eligibility requirements are met, apply online at https://apply.teacherscollegesj.edu/

* If you began TCSJ’s Pre-Service Program prior to March 2021 and want to begin the IMPACT Intern Program in 2023 or beyond, you need to complete additional pre-service coursework to be fully aligned with current content and requirements.

Candidates earning their Preliminary Teaching Credential through an Internship Program (e.g. IMPACT Intern Program), must first complete a pre-service preparation program (minimum of 120 clock hours). Pre-Service includes (but is not limited to) foundational preparation in classroom management and planning, reading/language arts, human development, and specific content regarding teaching English learners. Learn about TCSJ’s Pre-Service Preparation by visiting https://teacherscollegesj.edu/preliminary-teaching-credential-programs/pre-service-preparation-program/ or by requesting an info video (below).

Request a Pre-Service Program Informational Video: 

THE APPLICATION TO APPLY FOR THE IMPACT INTERN PROGRAM TO BEGIN IN THE FALL OF 2024 WILL BE AVAILABLE BEGINNING APRIL 1, 2024.

Multiple Subject IMPACT Program:

Early-Start:

• Application Deadline: July 9
• Class Start Date: July 23
• Two-Year class schedule: Tuesdays/Thursdays, 5-8pm
• Location(s) Available: Stockton

Late-Start

• Application Deadline: September 17
• Class Start Date: October 1
• Two-Year Class Schedule: Tuesdays/Thursdays, 5-8pm
• Location(s) Available: Stockton & Ceres

Single Subject IMPACT Program:

Early-Start:

• Application Deadline: July 9
• Class Start Date: July 23
• Two-Year class schedule: Tuesdays/Thursdays, 5-8pm
• Location(s) Available: Stockton

Late-Start

• Application Deadline: September 17
• Class Start Date: October 1
• Two-Year Class Schedule: Tuesdays/Thursdays, 5-8pm
• Location(s) Available: Stockton & Ceres

Early Childhood Special Education IMPACT Program:

Late-Start Only

• Application Deadline: August 20
• Class Start Date: September 3
• Two-Year Class Schedule*: Tuesdays/Thursdays, 5-8pm (*Tues/Wed/Thur evenings for the first semester)
• Location(s) Available: Stockton

Mild to Moderate Support Needs:

Early-Start:

• Application Deadline: July 9
• Class Start Date: July 23
• Two-Year class schedule: Tuesdays/Thursdays, 5-8pm
• Location(s) Available: Stockton

Late-Start

• Application Deadline: August 20
• Class Start Date: September 3
• Two-Year Class Schedule*: Tuesdays/Thursdays, 5-8pm (*Tues/Wed/Thur evenings for the first semester)
• Location(s) Available: Stockton & Ceres

Extensive Support Needs:

Early-Start:

• Application Deadline: July 9
• Class Start Date: July 23
• Two-Year class schedule: Tuesdays/Thursdays, 5-8pm
• Location(s) Available: Stockton

Late-Start

• Application Deadline: August 20
• Class Start Date: September 3
• Two-Year Class Schedule*: Tuesdays/Thursdays, 5-8pm (*Tues/Wed/Thur evenings for the first semester)
• Location(s) Available: Stockton & Ceres

Education Specialist, Early Childhood Program (27 Units)

• EDSP212a Foundations of Educational Programming for Students with Extensive Support Needs (2)

• EDSP230 Curriculum, Environments and Intervention for Early Childhood Education (4)

• EDSP 230: Curriculum, Environments, and Intervention for Early Childhood Education (4)

• EDSP 232 Communication, Language, and Literacy Development in Early Childhood (3)

• EDSP 207 Engaging and Teaching Students with Autism Spectrum Disorders (2)

• EDSP 231 Assessment and Evaluation for Early Childhood (2)

• EDSP 201 Positive and Supportive Learning Environments for Students with Disabilities (1)

• EDSP 203 Collaboration and Communication (1)

• EDSP 208 Educating Students with Complex and Diverse Social, Behavioral, and Emotional Health Needs (1)

• 206B Child Development and Implications for Teaching and Learning (1)

• EDSP 233 Planning and Assessing for Learning (1)

• EDSP 209 Access and Inclusion for Students with Health, Mobility, Movement, and Sensory Needs (2)

• EDSP 205B Equity and Access for Students with Diverse Disabilities (1)

• EDSP 210 Special Education: Historical, Political and Personal Implications and Perspectives (1)

• SPED 281-284 Support Supervision: Education Specialist (4)

Education Specialist, Extensive Support Needs Program (36 Units)

• EDSP211 Teaching and Engaging Learners with Extensive Support Needs (4)

• EDSP212a Foundations of Educational Programming for Students with Extensive Support Needs (2)

• EDSP212b Assessment and Evaluation of Individuals with Extensive Support Needs (2)

• EDSP217 Integrated Teaching and Learning in STEM (3)

• EDSP201 Positive and Supportive Learning Environments for Students with Disabilities (1)

• EDSP203 Collaboration and Communication (1)

• EDSP208 Educating Students with Complex and Diverse Social, Behavioral, and Emotional Health Needs (1)

• EDSP206B Child Development and Implications for Teaching and Learning (1)

• EDSP 221B Planning & Assessing for Learning 1 (1)

• EDSP213 Reading Foundations: From Theory to Practice (3)

• EDSP207 Engaging and Teaching Students with Autism Spectrum Disorders (2)

• EDSP209 Access and Inclusion for Students with Health, Mobility, Movement and Sensory Needs (2)

• EDSP205B Equity and Access for Students with Diverse Disabilities (1)

• EDSP214 Integrating Content and Literacy (3)

• EDSP215B Communication, Sensory Integration and Language Development (2)

• EDSP216 The Teaching and Learning Cycle: Refining Practice and Pedagogy (2)

• EDSP210 Special Education: Historical, Political and Personal Implications and Perspectives (1)

• SPED281-284 Support Supervision: Education Specialist (4)

Education Specialist, Mild to Moderate Support Needs Program (35 Units)

• EDUC200A Teaching for Learning 1 (4)

• EDSP200 Introduction to Special Education (4)

• EDUC232 Universal Lesson Design in STEM (3)

• EDSP201 Positive and Supportive Learning Environments for Students with Disabilities (1)

• EDSP203 Collaboration and Communication (1)

• EDSP208 Educating Students with Complex and Diverse Needs (1)

• EDSP221A Planning & Assessing for Learning 1 (1)

• EDSP202 Communication and Language Development (1)

• EDUC230B Foundations of Reading (3)

• EDSP207 Engaging and Teaching Students with Autism Spectrum Disorders (ASD) (2)

• EDSP209 Access and Inclusion for Students with Health, Mobility, Movement and Sensory Needs (2)

• EDSP 205B Equity and Access for Students with Diverse Disabilities (1)

• EDUC231 Integrated Literacy (3)

• EDUC250 Inquiry Driven Curriculum Integration (2)

• EDSP206B Child Development and Implications for Teaching and Learning (1)

• EDSP210 Special Education: Historical, Political and Personal Implications and Perspectives (1)

• SPED281-284: Support Supervision: Education Specialist (4)

Multiple Subject Program (30 Units)

• EDUC200A Teaching for Learning 1: Multiple Subjects (4)

• EDUC 232 Universal Lesson Design in STEM (3)

• EDUC221A Planning & Assessing for Learning 1 (1)

• EDUC201A-B Support Supervision: Multiple Subjects (2)

• EDUC202A-B Practicum: Multiple Subjects (4)

• EDUC230B Foundations of Reading (3)

• EDUC223B Examining Belief Systems as a Professional Educator (2) 

• EDUC231 Integrated Literacy (3)

• EDUC 250 Inquiry Driven Curriculum Integration (2)

• EDUC201C-D Support Supervision: Multiple Subjects (2)

• EDUC202C-D Practicum: Multiple Subjects (4)

Single Subject Program (28 units)

• EDUC210A Teaching for Learning 1: Single Subject (4)

• EDUC211A-B Support Supervision: Single Subject (2)

• EDUC212A-B Practicum: Single Subject (4)

• EDUC220A-L Content Specific Pedagogy (3)

• EDUC221A Planning & Assessing for Learning 1 (1)

• EDUC250 Inquiry Driven Curriculum Integration (2)

• EDUC221B Planning & Assessing for Learning 2 (2)

• EDUC223B Examining Belief Systems as a Professional Educator (2)

• EDUC222 Teaching for Learning in a Global Society (2)

• EDUC211C-D Support Supervision: Single Subject (2)

• EDUC212C-D Practicum: Single Subject (4)

Subject Matter Coursework Evaluation Details*:

* For your subject matter coursework to be evaluated, you must be currently or previously enrolled at TCSJ.

TCSJ conducts our own Subject Matter coursework evaluation. External evaluations may also be considered within our review process at the College’s discretion. 

Evaluations cover one content area. If additional coursework in the same content area needs to be evaluated after the initial evaluation, a new petition form and extra fees must be submitted.

To have your coursework evaluated for subject matter competency by TCSJ, follow these steps: 

1. Begin by applying to our pre-service preparation program.

2. Students who are eligible for Subject Matter review will be notified by their program coordinator via email containing the petition link.

3. Before completing the petition, we recommend you review your college coursework to see if it meets the following requirements:

a) Domains of the Subject Matter Requirements for each credential area and the chart by subtest.

b) The courses must be completed with a “C-” or better.

c) The courses must be degree applicable (AA degree applicable is OK).

d) For foreign transcripts, course syllabi is highly recommended for a more accurate review.

4. Please note that there is a $145 Subject Matter coursework evaluation fee. 

5. Your evaluation will be finalized within 15 days once we have received the following: your submitted petition for subject matter review, payment of the $145 coursework evaluation fee, and official transcripts of the coursework you wish to have evaluated.

Questions? Contact our admissions department at tcsjadmissions@sjcoe.net

• Single Subject (coursework offered at the Stockton & Ceres campus): Art, English,  Mathematics, Music, Physical Education, Science, Social Science, World Languages 
• Multiple Subjects (coursework offered at the Stockton & Ceres campus)
• Mild to Moderate Support Needs (coursework offered at the Stockton & Ceres campus)
• Extensive Support Needs (coursework offered at the Stockton & Ceres campus)
• Early Childhood Special Education (coursework offered at the Stockton campus only)

IMPACT Program Partnering Employing Agencies (Eligible Districts & COE’s):

Students Transferring from other Teacher/Administrator Preparation Programs

Coursework completed from a regionally accredited college or university is eligible to be evaluated for transfer credit work with the following restrictions:

• Only 8 units or less can be transferred.
• Only courses completed within the last 7 years will be considered.
• Only courses that qualify for graduate credit by an accredited institution can be transferred. *Exception: Integrated credential coursework completed as an undergraduate may be considered pending review of transcripts and course descriptions.
• Only courses in which a grade of C or better can be transferred.

Enrolled candidates must receive pre-approval prior to taking a course at another regionally accredited institution in order to have credits be considered as transferrable.

Candidates may submit transcripts and other requested documentation to the program director for review. Transfer credit will be granted on an individual basis and the program director will assign equivalencies (“E” grade, no units) for approved coursework only.

If needed, the program director shall consult with the President of TCSJ or an academic designee regarding granting equivalencies. The President has the authority to overrule policy.

Note: No transfer credit/equivalencies will be granted for any course in the Masters Core. All students must complete a minimum of 17 units at TCSJ to be eligible for a Masters in Education.

Transfer Course Equivalency Form

IMPACT students are provided a support supervisor (retired, veteran teacher) who supports them over the two years. On average, supervisors come out to the classroom six times per semester.

Please visit the Tuition & Fees page for full details.