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The internship is something you find on your own, since each person's needs as to location, discipline, days of availability, etc. , based on each individual. The Internship Mentor Dr. Martha Sklar directs students through the process, providing helpful resources and guidance; she provides additional assistance, assuring the internship agreement is accepted by the receiving institution, following up with the students' progress and observing the student in the classroom provided the community college is within a 25 mile radius of CSUDH. The internship is performed at an accredited community college, which you find in terms of your field and proximity to home/work. Almost all community college teaching positions require an earned masters degree. This requirement is called "the minimum qualifications or MQs. " The MQs can be found online, by discipline at:CCCO Website/About Us/Reports/Files/CCCCO Report Min Qualifications ADA Final. This is due to the fact that the third course in the certificate is the teaching internship. The teaching internship is the capstone course and the heart of the CCTC program. To qualify for the teaching internship a student teacher must satisfy the MQs in that discipline.


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Educators who are part of the TC community share that belief. Youll know, therefore, that teachers involvement with the Reading and Writing Project is working if your students become powerful readers and writers who read and write for real reasons to advocate for themselves and others, to deepen their own and others knowledge, to illuminate the lives they live and the world they are a part of. Our work aims to prepare kids for any reading and writing task they will face or set themselves, to turn them into life long, confident readers and writers who display agency and independence in their future endeavors. That is, our aims reach beyond state testing and fulfillment of tasks for schools. We aim to strengthen a generation of readers and writers. To achieve these goals, the Reading and Writing Project supports teachers, administrators, and school change agents with professional development, curriculum, and instructional methods. The work of the Reading and Writing Project is informed by research in all of these areas as well as the more specialized categories of literacy. TCRWP reading instruction relies on research that shows that kids need to read a lot of texts, with high comprehension, in order to move up levels of text complexity. TCRWP reading workshops are structured to allow for students to read eyes on print every day for 35 45 minutes in the reading workshop. Volume is vigilantly watched. There is research evidence which suggests that volume of reading is linked to attaining higher order literacy proficiencies Allington, 2012; Brozo et al, 2008, Cipielewski and Stanovich, 1992.

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