Intern/TOR Orientation
CSUB Teacher Education
Spring 2026
Agenda
Welcome Interns, Mentors, TORs (PIP/STSP/LTS)! Please change your name on zoom to include your role.
Mentor_(name), Intern_(name), or TOR_(name)
Bryan Maddern, Director/Advisor
Single Subject
Dr. Alice Hays, TED Chair
Jayme Barton, Evaluator
Luz Roldan, Placement Coordinator
Amy Younger, Director/Advisor
Multiple Subject
Gillermina Martinez, Credential Analyst
Amanda Thrasher, Assessment & Records Coordinator
INTERN/TOR
Mentor
Teacher
University Supervisor
All Interns and TORs should be assigned a mentor teacher by the hiring district.
If you are a TOR and you are unsure who your mentor (support teacher) is, please contact your administrator and share the name and email information with bmaddern@csub.edu and epp_placements@csub.edu.
TPA Support through Course Instructor (Due April 21)
Student Handbook
INTERN/TOR Pathways
STAGE1 (ED5800) | STAGE 2 (ED5810) |
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*Contact your university supervisor for additional clinical practice expectations. | |
*Must maintain 3.0 GPA
Intern/TOR Credential Track
2 Semester Plan | |
Semester 1 | Semester 2 |
Course Work ED5800 - Clinical Practice Employment | Course Work ED5810 - Clinical Practice Employment |
3 Semester Plan *Recommended | ||
Semester 1 | Semester 2 | Semester 3 |
Course Work ED5800 - Clinical Practice Employment | Course Work ED5800 - Clinical Practice Employment | Course Work ED5810 - Clinical Practice Employment |
3rd of 4th Semester |
Remaining Coursework If applicable EDTE 5820 - Extended Clinical Practice Employment |
*INTERNS: If by the end of your program, you are unable to apply for your preliminary credential and you want to remain employed as an Intern, you will need to enroll in EDTE 5820.
STAGE 1 VS STAGE 2: What to expect?
STAGE 1 (5800) | STAGE 2 (5810) |
Developing a Lesson MS Focus: Math | Developing a Unit MS Focus: Literacy |
*TPEs: 1,2,and 6 | *ALL TPEs: 1 - 7 |
Rubric Scores: Basic or Higher | Rubric Scores: Proficient or Higher on 6 out of 7 TPEs, 1 Basic allowed |
| Individual Development Plan (IDP) |
*Stage 1 and Stage 2 Interns are evaluated on all TPEs.
ALL Stage 2: Individual Development Plan
IDP
Watermark FEM
Students must purchase a Watermark membership through the website through a credit or debit card: https://sll.watermarkinsights.com/
* If you have an active membership on www.livetext.com you do not need to pay for Watermark: Student Learning & Licensure. If you have an active LiveText account but you are prompted to pay when you log into sll.watermarkinsights.com, contact our Support Team by clicking “Submit A Request.”
To purchase your Watermark Subscription:
1. Visit https://sll.watermarkinsights.com/ and log in with your school email address and the password provided by your school. If you do not have a password, then use the Forgot Password Link.
2. Review the Terms of Service.
3. After you agree to the terms, select the pay with a credit or debit card option.
4. Complete the payment form.
5. Click on the continue button to check out.
Intern Mentors: Watermark FEM
Mentors, you should have received an email from Watermark containing your log-in link. This link is unique to your credentials and is required to access your Intern’s hours. Once you find this email, it is recommended that you save the link to your bookmarks.
Disposition Matters
TPE 6: Developing as a Professional Educator
3. Establish professional learning goals and make progress to improve their practice by routinely engaging in communication and inquiry with colleagues.
4. Demonstrate how and when to involve other adults and to communicate effectively with peers and colleagues, families, and members of the larger school community to support teacher and student learning.
5. Demonstrate professional responsibility for all aspects of student learning and classroom management, including responsibility for the learning outcomes of all students, along with appropriate concerns and policies regarding the privacy, health, and safety of students and families. Beginning teachers conduct themselves with integrity and model ethical conduct for themselves and others.
CSUB Dress Code
TOR Teachers are to dress professionally
All Teacher Candidates must abide by prescribed confidentiality and privacy guidelines including pupils' records. Such records and information are to be held in strictest confidence under the Family Educational Rights and Privacy Act and the California Education Code and shall not be disclosed to third parties. Violation of these policies may result in immediate dismissal from the credential program.
Privacy of Personal Information
Digital Professionalism
ATTENDANCE
Interns & TORs are expected to maintain consistent and reliable attendance as they serve as the teacher of record in a TK–12 classroom. Because clinical practice is based on a contracted teaching assignment, interns are accountable to both their school site and the university, and are expected to follow all contractual obligations and agreements related to designated report times, duty schedules, and required meetings. In addition, the CSU Bakersfield attendance policy permits no more than two absences. Any absences must be made up.
Policy Regarding Changing Districts
Pursuant to Education Code 44463, CSUB Intern Candidates will be able to change school districts only at the completion of the contract year if recommended for an intern position by the new school district.
Candidates who leave their intern assignment prior to the end of the academic year will receive no credit for the currently enrolled intern course(s). The Candidate may request in writing to return to the traditional track following the term. This request is not guaranteed and will be reviewed by the Admissions Program Committee. CSUB will not allow the Candidate to re-apply to the intern credential track
Teacher of Record (TOR)
PIP/STSP/LTS
Spring 2026
PERMITS
PROVISIONAL INTERN PERMIT (PIP) | SHORT-TERM STAFF PERMIT (STSP) |
Requirements for Issuance
| Requirements for Issuance
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*TORs must submit a TOR request form each semester. Email epp_placements@csub.edu
Time log
Becoming an Intern?
Prior to accepting an intern position a Teacher Candidate must meet with their Program Advisor to complete Intern Advising. If approved, please complete your intern application, and upload it to the submittal portal. Intern Credentials are valid for two calendar years and are restricted to employment at specific school agency.
Intern & Mentors
CSUB Teacher Education
Spring 2026
Intern Credential Track
DISTRICT SUPPORT: Mentor
This role is non-evaluative.
CTC requirements provide strong support for Interns
Watermark FEM
Record support hours WEEKLY (Friday by 5pm)
Intern records all hours by category:
EL Candidate General Candidate
EL Mentor General Mentor
EL University Support General University Support
Hours are approved by Mentor and University Supervisor
Examples of Support
Examples of Support
If the activity involved guidance, collaboration, observation, or professional learning that supported your instruction, student learning, or English Language Development, it may be included on your mentor support log.
75
19.5
DUE MAY 15th
MENTOR provides 75 total hours of support. | University Supervisor provides 19.5 total hours of support. |
60 General Support hours + 15 EL Specific Support hours | 12 General Support hours + 7.5 EL Specific Support hours |
Time In and Out
Descriptions
Each entry must include a detailed description that summarizes the type of support received.
DUE IN WATERMARK
LOG HOURS WEEKLY
94.5 hours of Documented Support Spring 2026
***Do not wait till the last minute to log hours. In order to receive credit, your log must contain the total hours required, plus signatures from your University Supervisor and Mentor Teacher.***
MAY 15
CLICK HERE TO LEARN MORE ABOUT HOW TO APPROVE HOURS
IPDP
The Intern Professional Development Plan (IPDP) is to be completed by the INTERN and MENTOR teacher. The IPDP serves as a structured framework through which mentor teachers can guide interns in achieving their professional goals. By collaboratively setting objectives and identifying specific actions within the IPDP, mentors can help interns focus on areas like lesson differentiation, classroom management, or assessment strategies. Furthermore, the IPDP outlines the support interns need allowing mentors to align their guidance with these needs. This structured approach not only ensures focused development but also allows mentor activities to contribute directly toward the total required support hours, ensuring accountability and comprehensive assistance throughout the internship.
Work regarding this plan does count toward the required general mentor support hours. Please record those hours in Watermark.
2 MAIN PARTS to the Intern Professional Development Plan:
IPDP DOCUMENTS
Does your District/School Site have their own Professional Development Plan? Yes? Use their form instead :)
CLARIFICATION
Intern Professional Development Plan (IPDP) | Individual Development Plan (IDP) |
Progress Monitoring/Ongoing Support | Summative Reflection |
Completed by Mentor and Intern | Completed by Intern with contributions and support from Mentor and Supervisor |
Completed in EDTE 5800 & EDTE 5810 | Completed in EDTE 5810 |
Submitted to Watermark at the end of EDTE 5800 & EDTE 5810 | Submitted to Watermark at the end of EDTE 5810 |
| Required for Induction & Preliminary Application |
If you feel isolated, ask for help.
Both the employing District and the University are working together to provide a meaningful support system to help ensure that your intern experience is a positive and effective one.