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Out-of-school time (OST) programs that work with historically marginalized youth, employ staff that match the demographics of participants, and are well connected to mental health resources are uniquely positioned to support participants to recognize the risks and assets linked to their mental health and well-being. Such programs can simultaneously address career readiness, exposing youth to mental health professionals and career pathways and thereby nurturing the future bilingual-bicultural mental health workforce. This article evaluates the Latino Service Providers (LSP) Youth Promotor Internship program, which was launched in response to the steady increase of the Latinx population in Sonoma County and an attendant concern for ongoing mental health disparities.

An opportunity exists to attract students from historically underrepresented communities into the geosciences, the least diverse of the STEM fields. Home to a diverse population, Riverside County in Southern California supports several community colleges with thriving geoscience programs where students can take a range of geology courses in preparation for a geology major at 4-year universities. The Geoscientist Development (GEODE) Program is designed to recruit and retain students from underrepresented groups into geoscience majors and careers and increase students' interest in transferring from a 2-year college to a 4-year college. In this study, we examined how participation in a 10-week paid research internship affected students' interest in studying and pursuing a degree or career in geoscience. Combining quantitative analysis of Likert-style survey questions and thematic content analysis of open-ended questions, we determined that paid research internships positively impacted students' interest in geoscience and increased their interest in transferring from their 2-year college to a 4-year university. The students reported benefits of new research skills, career preparation, and networking; they struggled with a lack of background knowledge and a lack of research time. These results demonstrate a promising way to strengthen geoscience educational pathways and increase diversity in the geosciences. This program can be implemented at other institutions by forming cross-campus relationships and with relatively small financial commitments.

This paper reports on the results of a study of 6,654 unique students on the type of research-related activities (e.g., undergraduate research and internships) they participated in while at California State Polytechnic University, Pomona (Cal Poly Pomona). Results indicate that the odds of graduating for students who participated in research-related activities were almost twice those of students who did not participate in research-related activities. These results differ from and complement studies on the impact of undergraduate research at liberal arts colleges and research-intensive universities. Study results indicate that non-first-generation students, non-low-income students, and non-underrepresented minority (non-URM) students were more likely to participate in research. Participation in internships with industry and with a professional were most predictive of graduation. Students who participated in multiple research-related activities were also more likely to graduate than those who participated in fewer activities; results indicate research participation is equally beneficial across groups with different demographic characteristics including major, sex, first generation and URM status.

The pandemic has exacerbated teacher attrition in California with 88% of the hiring demand in high needs areas of education (Darling-Hammond et al., 2018). The shortage of credentialed teachers has increased the need to fill positions with intern teachers who have limited or no teaching experience. This is most prevalent in special education, mathematics, and science. Many intern teachers will leave the profession within the first two to five years of service. The impact will take its toll on the students with the greatest needs. This study explored the support and training needs of intern teachers in high need areas; critical components support systems needed to recruit, retain, and increase intern teacher longevity; and the existing systems of support for the intern teacher's success and retention. The findings may assist school administrators and university faculty in designing support systems for preparing, coaching, and supporting intern teachers to ensure their success in the profession.

Given the national shortage of special educators, many are entering the profession through alternative certification, assuming full responsibility for classrooms or caseloads before they are fully licensed as special education teachers. This qualitative study explores the support provided to beginning alternative certification teachers in a special education program. Through several sources of data, we describe the perspectives of first-year versus second-year interns about the frequency, helpfulness, and nature of support they received from their assigned mentors, other sources of support at their school sites, and their university intern program. The findings illustrate the need for universities and schools to immediately identify a school site mentor for first-year interns and the need to provide more intensive support for an initial period when the intern first assumes responsibility at a school.

Teacher education has underutilized the inclusion of art museum education experiences for preservice teachers (Henry, 2004). Teacher educators recognize that learning by doing is effective, which is why some early field experience is required in most teacher education programs (Darling-Hammond, 2006). Teacher education places preservice teachers in classrooms to learn. Why not place them in museums? This qualitative inquiry illuminates potential benefits for supervised preservice teachers to teach in art museums collaboratively. If art museum educators are hesitant to invite preservice teachers to teach art to children in their museums, their concerns can be addressed through existing research, and more research on this subject can help get more preservice teachers into museums.

This case study of a California Career Pathways Trust grant, the South Bay Digital Media Arts Consortium, which established key linkages between an urban high school district's pathway academies to local post-secondary institutions and community industry partners, provides learning lessons for other schools/organizations interested in establishing similar multi-tiered partnership grants.

In spring 2020, the California State University System and its 23 campuses became the first in the United States to commit to a year of remote instruction due to the COVID-19 pandemic. Remote instruction separated the system's librarians from their users, whose needs were especially great within the system's ethnically, economically, and academically diverse student body. At California State University Channel Islands (CSUCI), public health guidelines and closures prevented many students from fulfilling internship and field experience requirements needed for graduation. CSUCI's John Spoore Broome Library established a work-around by implementing a virtual internship program for one undergraduate that benefited both the student and the library. This paper, coauthored by the intern, documents the virtual internship, describes the model and structure of the experience, and argues that such remote internships are one pandemic side effect that should remain to promote equity in library and information science.

Specialized secondary schools in the United States focusing on Science, Technology, Engineering, and Math (STEM) are becoming commonplace in the United States. Such schools are generally referred to by U.S. teachers as Academies. In a purposeful effort to provide a resource to educators building new STEM Academies, this study provides both a review of scholarly literature and the interview results from five successful STEM Academy educators from across the United States. This research addresses two overarching questions, (a) what are the best practices of STEM Academies, and (b) what are the key learning objectives of STEM Academies? Subject integration, in-house engineering curriculum design, student cohorts, community involvement, and internships were all revealed as being consistently reflective of best practices used in successful STEM Academies. Key learning objectives consistent across the literature and in interview results were: problem solving/the engineering design process and soft skills, such as student collaboration, communication, presentation skills and time management.

In March 2020, the pandemic brought significant changes to higher education modalities. This paper examines how family and consumer sciences (FCS) instructors in a comprehensive, multi-disciplinary department at a large 4-year university modified instruction and related activities as a response to the pandemic. Using the Family and Consumer Sciences Body of Knowledge as a framework, we illustrate approaches to meet students' basic needs and support their individual well-being during the crisis, and we provide a detailed description of changes in instructional strategies across different disciplines within the department. We highlight the lessons learned by instructors during the transition to fully online instruction and provide suggestions for other FCS programs moving forward.

Graduate students focus the majority of their time honing their research skills and knowledge in a very narrow area of expertise. They are sent off to postdoctoral positions where they continue to grow as scholars and scientific investigators. In most graduate programs, there is very little opportunity to train graduate students to become lecture instructors and the majority of Teaching Assistant assignments are in undergraduate instructional laboratories. The Chemistry Department at the University of Southern California has developed a fellowship program with the goal of providing an internship-like experience in undergraduate instruction to more thoroughly complete the training of future faculty in chemistry. In the current work this training program, aimed at providing graduate students and postdoctoral fellows classroom teaching experience, is described. Graduate students and postdoctoral fellows participating in this fellowship program learn how to prepare and deliver lectures and handle overall classroom management, while gaining practical teaching experience.

The IFLA Trend Report identified five trends that will impact the information environment (IFLA, 2015), such as access to information with new technologies, online education for global learning, hyper-connected communities, and the global information environment. The faculty at San José State University (SJSU) School of Information (iSchool) is engaged in a wide range of activities that focus on these trends--benefiting students, enhancing faculty professional development, and extending the school's impact on the global information environment. The importance of incorporating global perspectives in the curriculum to reflect changes in the way that communities around the world access and share information is the focus of numerous studies. The SJSU iSchool has been an early adopter of various practices to increase the range of international education, outreach, and research initiatives. This article provides examples of curricular, research, and collaborative projects that our faculty has developed, both for our students and for the global community of information professionals. Key initiatives presented include virtually abroad global projects, globalization of LIS curriculum, international LIS internships, international project-based learning, faculty professional development, and international collaborations. Collectively, these initiatives demonstrate the diverse ways the iSchool is addressing the need in higher education to reach across national borders, especially in the information field.

Community Based Participatory Research (CBPR) provides opportunities for scholars and students to respond directly to community needs; students also practice critical thinking, problem-solving, and conflict-resolution skills necessary for professional life and engaged citizenship. The challenges of involving undergraduate students in CBPR include the need for on-going training due to student turnover and mismatches among scholars' research agendas, campus calendars and community action timelines. We assess these challenges in the context of a yearlong CBPR project that examined the social and environmental impacts of warehousing in Inland Southern California. We found that matching new students with experienced team members and collaborative discussions of quarterly reports with our community partners helped to train and integrate students as they joined the project throughout the year. This practice also helped to reduce scheduling conflicts and ensure healthy and productive relationships with our community partners.

Market driven alternative routes to teaching have evolved into a quality program option and not just an answer to the teacher shortage. Alternative certification is a viable means of recruiting, training, and certifying those who have a bachelor's degree and a strong desire to enter the field of teaching. California has been a leader in the development of quality teachers. This cross-sectional study surveyed 124 California State University Alternative Route (Intern) program participants. Ten critical features located in three seminal studies framed the research conducted and provided quality features to enhance retention of teachers. It was determined that the integration of these critical attributes into the university alternative certification programs enhanced the retention rates of program graduates and served as a means to improve quality. The participants in this study have been teaching 10 years or longer, and the 96 percent retention rate is one of the highest in the country.

Although teacher educators may perceive their program and courses to be coherent, the question remains to what extent student teachers also are able to perceive the linkages within their programs. Coherence within teacher education programs is important for teacher candidates to build understanding of teaching. Our study draws upon survey data from 269 teacher candidates, in three different teacher education programs, located in three different countries (Norway, Finland, United States [California]) and compares these candidates' perceptions of the coherence of their teacher education programs. Candidates from a program that has explicitly been working on constructing a coherent program over a period of 15 years do report significantly more coherence, yet, across the programs, there remains room for improvement regarding the coherence between field placement and campus courses. We conclude with the suggestion that potential improvement of program coherence lies within greater communication and collaboration between the various stakeholders within teacher education.

As the advisers for the Model United Nations and Judicial Internship programs at our university, we have witnessed first-hand the benefits of simulations and experiential learning. Specifically, students are able to apply knowledge from other classes to real-world situations, all while honing their writing skills and communication skills, as well as their ability to analyze and synthesize information--skills that are critical to success in a wide variety of careers. This practical experience also gives students confidence as they prepare for and make decisions about their future career paths. While we have anecdotal evidence suggesting that these programs contribute to student success, we use survey data from former students to assess formally the longer-term impact of participating in these programs. We find that experiential learning programs contribute to student success by improving time to graduation and increasing the likelihood of attending graduate school or law school and/or finding employment after graduation. In addition, the students' own assessments indicate that these programs instill numerous practical skills and provide insights that help prepare students for success in their future careers.

This article reports results of research on whether there are clinical and statistically significant differences in the effectiveness of three pathways to teacher preparation on a single campus, Yosemite State, a member of the California State University (CSU) System as rated by graduates and employment supervisors. The independent variable is the type of pathway into teaching; the dependent variable consists of ratings of preparation quality at the end of the graduates' first year of professional teaching experience. This study examined seven years of data from Yosemite State. A total of 425 employment supervisors and 599 teachers provided ratings of three campus-specific pathways: Campus Based, Interns and Partnership Schools. No significant differences were found among the ratings of the employment supervisors, however teachers identified substantial differences despite all groups enrolling in the same courses taught by the same pool of instructors using a common master syllabus. The partnership graduates rated their preparation superior to the other pathways on every composite, with all differences being statistically significant. The intern graduates rated their preparation significantly higher than the campus based on 13 of the 17 composites. The magnitude of differences was indicative of clinical significance as well. (Contains 2 tables.)

Principal preparation programs are designed to ensure that candidates who successfully complete the programs are qualified and knowledgeable, and have had leadership experiences that prepare them to compete for leadership positions in today's schools (Hale S.z Moorma, 2003). Providing meaningful leader-ship experiences in non-internship programs can be a challenge. The purpose of this study was to evaluate the impact of candidates' field experiences in leadership based on a locally developed pre and post self assessment. The instrument consisted of 54 items developed around the California Professional Standards for Educational Leaders (CPSEL). Results indicated significant differences in candidates' perceptions of their pre and post levels of experience as evidenced by mean score and matched case comparisons. The impact of entry level years of experience was examined. Implications and future program enhancements based on the results are included. (Contains 2 footnotes and 4 tables.)

Alternative programs in special education are often developed in response to chronic personnel shortages. At issue, however, is the quality of alternative programs and their graduates. This paper describes the design, implementation and evaluation of a large special education alternative certification program that adheres to both professional practice and accreditation standards. Examples of performance assessments are presented, and data on candidate recruitment, preparation, and retention are discussed. Throughout, the authors argue that alternative certification programs must adhere to the same professional and accreditation standards as traditional programs and be evidence based.

Career academies are increasingly prominent in American secondary education. However, our understanding of these academies is limited by a paucity of research about the factors that make them viable and effective. This case study highlights, from the perspective of 52 academy coordinators and teachers and 41 students, distinctive features that enable career academies to provide valuable job-related experiences and improve student engagement. Employing the theoretical framework of social capital, the findings emphasize the importance of boundary spanners who have the ability to maintain relationships between industry and educational institutions, bounded solidarity that facilitates an exchange of resources within an academy, and the information potential of the academy in terms of academic and personal support for students outside of the classroom.

The Graduate Student Internships for Career Exploration (GSICE) program at the University of California, San Francisco (UCSF), offers structured training and hands-on experience through internships for a broad range of PhD-level careers. The GSICE program model was successfully replicated at the University of California, Davis (UC Davis). Here, we present outcome data for a total of 217 PhD students participating in the UCSF and UC Davis programs from 2010 to 2015 and 2014 to 2015, respectively. The internship programs at the two sites demonstrated comparable participation, internship completion rates, and overall outcomes. Using survey, focus group, and individual interview data, we find that the programs provide students with career development skills, while increasing students' confidence in career exploration and decision making. Internships, in particular, were perceived by students to increase their ability to discern a career area of choice and to increase confidence in pursuing that career. We present data showing that program participation does not change median time to degree and may help some trainees avoid "default postdocs." Our findings suggest important strategies for institutions developing internship programs for PhD students, namely: including a structured training component, allowing postgraduation internships, and providing a central organization point for internship programs.

Postsecondary institutions need well-prepared instructors to equip students for changing economic and social realities, instructors who are also trained to address the learning needs of the many students who enter college unprepared to learn and persevere in a program of study. Unlike teacher preparation for kindergarten through twelfth grade, a preservice internship component is seldom seen in preparation for developmental education instructors for community colleges. This article details evidence-based components that should be included in effective literacy programs that prepare Developmental Reading Instructors (DRIs). Next, illustration of how community colleges actualize these evidence-based components is accomplished through analysis of similarities and differences among curricular offerings. Following this, a partnership between a four-year institution and several community colleges is examined demonstrating models of internship experiences for future DRIs. Description of the partnerships concludes with success stories from community college faculty supervisors.

Personalized learning offers instruction that matches students' learning preferences and specific interests. Taking innovative approaches to engaging with students' individual contexts and interests through place-based education can be particularly meaningful. Place-based education (PBE) is anytime, anywhere learning that leverages the power of place, and not just the power of technology, to personalize learning. PBE is learning that immerses students in local heritage, cultures, landscapes, and opportunities, using these experiences as a foundation for the study of language arts, mathematics, social studies, science, and other subjects across the curriculum. This article offers tips to educators on how to get started integrating place-based experiences into their curriculum on a small, yet comprehensive scale.

The disparity between the demographics of California's community college students and faculty is striking. Specifically, underrepresented minority (URM) students represent the largest population at 49%, yet only 22% of faculty are URM. In 1992, legislation was passed to allow community colleges to establish Faculty Diversity Internship Programs (FDIPs) to "promote inclusive efforts to locate and attract qualified graduate students who are members of monitored groups identified by gender, ethnicity, and disability" (Title 5. Education California Code of Regulations, n.d.). This study used a program evaluation to examine two FDIP sites. The study revealed four benefits of participation: (1) mentorship, (2) teaching experience, (3) professional development, and (4) networking and collaboration opportunities. The study found that although the FDIP does not have a significant impact on increasing faculty diversity, it does have a significant impact on preparing faculty for employment in a diverse community college.

Historically, reform efforts to address poor student achievement have focused on a variety of issues other than teacher quality. Movements such as TQM (Total Quality Management), class size reduction (CSR), school leadership, parental involvement, and multicultural curriculum have not directly addressed the power or influence of the individual classroom teacher. However, research shows that individual teachers can profoundly impact the academic achievement of their students. Teacher educators, however, often find it difficult to agree upon a common definition of teacher quality. To develop exemplary teachers, Claremont Graduate University's Teacher Education Internship Program (CGU's TEIP) addresses the techniques, attitudes, skills, and experiences necessary to become a quality teacher by embracing the ideals of three key concepts: Accountability, Collaboration, and Social Justice. This article describes how the CGU program has committed to preparing teachers able and eager to break the cycles of academic failure that have traditionally plagued poor, non-white, and linguistically-diverse students.

One of the goals of the Transfer and Retention of Urban Community College Students (TRUCCS) project was to understand how the community college fulfills its multiple missions. This article uses qualitative data collected through a series of focus groups with students, faculty and administrators held at the nine Los Angeles campuses during the Fall semester of 2001. In a sister paper, published in the "Community College Journal," the authors described 10 "positive commandments" or factors that promote student success (Hagedorn, Perrakis, & Maxwell, 2006). In this article, the authors took the opposite approach, highlighting 10 negative operating principles found to be consistent among the focus group interviews they conducted. Thus this article takes the approach of what "not" to do. Taken together, these lists of positive and negative "commandments" formed the basis of ongoing research designed to illustrate the duality of institutional management. (Contains 1 footnote.)

This paper examines outcomes associated with participation in short-term, international internship experiences. Results suggest short-term international internship experiences contribute to rich personal and professional development outcomes. Findings highlight participant challenges associated with initial internship experiences, professional growth in teaching skills and strategies, and personal growth in confidence, flexibility, and coping skills. Multicultural competencies and program-level learning goals were also supported through the international internship experience.

In this descriptive study, the authors surveyed 220 California school counselor site supervisors of interns about supervision training, practices, and interests. Respondents overwhelmingly (71%) felt unprepared for this role and identified the need for more formal training and support. Results indicate a crucial leadership and advocacy role for counselor education programs.

Military children encounter unique stressors that can affect their social and emotional well-being. These challenges can serve as a risk to the military child's successful academic performance. This study fills a much-needed research gap by examining the training and implementation of a public school-based intervention, Families OverComing Under Stress (FOCUS) School-Based Skill-Building Groups (SBGs). Social work interns from 2 academic years (2011-2012 and 2012-2013) were trained in the implementation of the SBGs. The SBGs aim to promote resilience among students from military families. This study reveals positive findings associated with training the interns. Implementation strengths and challenges are carefully reviewed. Suggestions for the need for school-based interventions are also discussed.

The federal government increasingly expects child welfare systems to be more responsive to the needs of their local populations, connect strategies to results, and use continuous quality improvement (CQI) to accomplish these goals. A method for improving decision making, CQI relies on an inflow of high-quality data, up-to-date research evidence, and a robust organizational structure and climate that supports the deliberate use of evidence for decision making. This article describes an effort to build and support these essential system components through one public-private child welfare agency-university partnership.

The use of blended learning is well suited for classes that involve a high level of experiential inquiry such as internship courses. These courses allow students to combine applied, face-to-face fieldwork activities with a reflective academic component delivered online. Therefore, the purpose of this article is to describe the pedagogical design and implementation of a pilot blended learning format internship course. After implementation, the pilot class was assessed. Results of the survey and focus group revealed high levels of student satisfaction in the areas of course structure, faculty-student interaction, and application of theory to the "real-world" experience undertaken by students during the internship. Lower levels of satisfaction with the course's academic rigor and a sense of community were also reported. Notably, students with experience in blended learning expressed lower levels of overall satisfaction, but reported higher levels of satisfaction with the course's rigor and sense of community. The paper concludes by offering implications for instructors seeking to implement blended learning approaches.

This study examined the differential effectiveness of three pathways to an elementary teaching credential across a large public university system. The study compared traditional campus-based, intern, and online credential programs across a 22-campus system using ratings of program preparation by 12,590 graduates after their first year of teaching and by 3,781 principals who supervise them. Although no significant differences were found among principals' ratings of the teachers' preparation, teachers saw large differences with a statistically and clinically significant advantage for the online pathway. Features of the online pathway included a spiraling curriculum, candidates taught in cohorts across all coursework, fieldwork embedded in coursework, and extra mentoring available in addition to the usual university and district supervision. (Contains 1 table.)

This article provides an overview of the contexts, the key features, and the evidentiary data--the criteria regarding candidates to engage in administrative work--for five innovative principal preparation programs. Short case studies and cross-case analysis of the sample programs are used to provide thorough descriptions. The five programs in fact share many characteristics and design structures that warrant close consideration, given each program's specifically measured success.

Diversifying the faculty in community colleges, especially with faculty of color, continues to be problematic as we move through the first decade of the 21st Century. National statistics show that overwhelmingly the faculty continues to be Caucasian, even at a time when more and more students are coming from diverse ethnic backgrounds. This seemingly intractable problem is particularly acute in California, where the majority of community college students are students of color, but not the faculty. A faculty diversity program that has been in existence for 17 years has made important progress in changing the situation in southern California. This comprehensive program recruits, trains, and places interns in 10 community colleges in cooperation with a regional university. The results of the program demonstrate that substantial numbers of faculty of color are being prepared by the program and that they are getting hired in community colleges as adjunct and full-time faculty. Community colleges can be and should be proactive in identifying, developing, and hiring faculty of color. They shouldn't wait for other societal institutions to do the job for them. By working cooperatively with other local colleges, community based organizations that involve communities of color, and nearby universities, they have the opportunity to make significant inroads into diversifying their faculty. This program can and should be replicated in other parts of the country as a way to nurture the next generation of community college faculty leaders. (Contains 8 tables.)

This case study analyzes the use of library school interns on subject-based teams for the social sciences, humanities, and sciences in the San Jose State University Library. Interns worked closely with team librarians on reference, collection development/management, and instruction activities. In a structured focus group, interns reported that the internship enhanced their professional and career development, but they desired greater feedback and mentoring than they received. The library gained staff for its large instruction program and successfully recruited talented former interns for professional openings. This analysis will help other libraries and library science schools to improve their internships and field experiences.

This article examines how an ethnically diverse group of youth critically debriefs their facilitation of diversity workshops for other youth. Using naturally occurring tape-recorded conversations and a critical ethnographic and discourse analysis perspective, the article examines youth's contributions towards a participatory process of learning, constituted in dialogical relations of conflict and coalition. Revealed is how participants engage diverse subjectivities, agency and concern for others by co-creating conversations that go beyond their paid intern responsibilities as diversity trainers. In conversation they co-create opportunities, "conversational contexts", that promote intercultural alliances and (in)form education and learning. (Contains 3 notes.)

Many students recognizes the value of participating in an internship program. The experience benefits not only students and potential future employers, but colleges, too--not the mention the workforce. Internships often equip students with a competitive advantage over other job seekers. On-the-job programs not only allow students to discover the types of work they enjoy, but also to nurture their own talents and capabilities--and better understand how those skills can shape their lives and careers.

In this article, the authors argue for the use of ecological models of development in studies of teachers prepared through alternative certification (AC) programs. Previous studies of candidates in AC programs have focused on variables that describe their demographic characteristics. An ecological approach focuses on persons and situates their desires and attitudes toward teaching as shaped by their particular life circumstances and personal histories. This approach was applied to a large-scale study of individuals enrolled in California's teacher internship program. The results are the development of six typological profiles that capture some of the complexities behind why individuals choose to enter teaching through AC routes. (Contains 3 tables and 1 note.)

Searching for effective instructional activities that are acceptable to Fieldwork Supervisors poses an enormous challenge to intern teachers. Furthermore, the teachers and their supervisors seldom agree on the effectiveness of the activities. This area of Fieldwork deserves a serious study because of the critical role instructional activities play in providing security and confidence to intern teachers in the classroom. This research, therefore, investigated the perceptual difference between the university supervisors and intern teachers on the effectiveness of the instructional activities in the classroom. The study recommends that supervisors discuss their perspective of teaching with their students. (Contains 2 tables and 1 figure.)

Describes the curriculum and learning objectives at Academy X, a leadership and humanities school for 11th- and 12th-grade students at Sir Francis Drake High School in San Anselmo, California, the primary focus of which is a multiweek student internship divided into four components: the meaningful project, the essential question, the onsite monitor, and the exhibition. (PKP)

Argues for continued support and expansion of both university and district internship programs in helping to meet the demands of California's teacher shortage, explaining the difference between intern and conventional programs. California's internships are fully paid positions in public schools where the intern serves as teacher of record while simultaneously participating in a teacher preparation program. (SM)

A California program permits noncertified teacher interns to serve as special education teachers while enrolled in a preparation program. Interns receive support services from both the university and school district. Three case studies involving intern teachers of students with mild disabilities illustrate the implementation of the program, focusing on instructional practices, classroom management, and core curriculum modifications. (Author/DB)

Study examined developmental differences in teaching quality between elementary intern teachers and regularly trained beginning teachers during their first five years. Information from written surveys of teacher concerns, classroom observations, and follow-up interviews indicated intern teachers were at equivalent levels or slightly behind regularly credentialed beginning teachers in developmental processes. (SM)

Describes an administrator training program in the Jefferson School District in Daly City, California, which selects interns from in-district staff, pairing them with an administrator-mentor for individualized, practical training, thus providing the district with a pool of trained administrators from which it can draw. (SR)