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WHAT IS THE CADV INTERNSHIP?
We offer a department-sponsored internship program that students typically complete in their junior or senior year. This internship spans a full academic year (begins in Fall semester and concludes at the end of the Spring semester).
We have partnered with a variety of community organizations including schools, youth development, family support agencies, and medical & therapeutic facilities in the San Fernando Valley and Greater Los Angeles area to allow students opportunities to apply theory to practice in professional settings, and to develop professional networks and mentoring relationships with established professional in the field. Information on each of our current community partners is available below.
OVERVIEW OF THE ENTIRE PROCESS To be considered for an internship placement, students must first complete an application (see details below) in the Spring semester prior to the start of the internship the following Fall. The Department will offer informational sessions and the Internship Fair in the Spring semester so you can learn more about the different sites and ask questions you may have about opportunities at various organizations.
Students apply for the internship the spring semester prior to beginning the internship. The application deadline is typically in mid-April. Sites typically interview students in late April through early May and students find out their internship placement before the end of the Spring semester.
Once selected as an intern, students enroll in CADV 394 (Internship I) in the Fall semester and in CADV 494 (Internship II) in the Spring semester. During each semester students complete 90 hours at the internship site and complete assignments in the CADV 394 or 494 Internship Seminars meetings identified by the instructor. Students complete a total of 180 hours at the site across Fall and Spring.
Can I apply for an internship placement?
YES. The CADV Internship Program is open to all CSUN students.
Is CADV 250 a pre-requisite? Do I need to take CADV 250 before doing an internship?
No. CADV 250 is no longer a pre-requisite for the internship. If you are accepted in the internship program, you will be issued a permission number to enroll in CADV 394 which will override any listed pre-requisites.
When is the application due date?
Applications are accepted on a rolling bases however some sites fill up quickly.
All applications submitted byFeb. 28th. will receive full consideration by their top choices.
How many sites can I apply to and how do I know which sites I should choose?
Students may initially apply to up to three sites. You may also research the sites independently by reviewing the information posted on the internship page, exploring the website of each organization, and contacting the site for more information and an opportunity for a site visit. In addition, attending the Internship Fair is an excellent way to find explore sites.
What do I have to do for the application?
The internship application consists of:
• A cover letter for each site you are applying to
• A current resumé or CV
• A current DPR and Planner showing your completed and planned coursework through graduation
What happens after I submit my application?
After the submission window has closed, the Department's Internship Coordinator will review and send complete applications to each site identified. Some sites will conduct interviews of potential interns. The Department Internship Coordinator will notify students which site(s) they have been accepted to late in Fall Semester.
If I get an internship will I automatically be enrolled in CADV 394?
Once you accept an internship placement, you will be given a permission number to add the Internship Seminar (CADV 394) for Fall. All students completing a department-sponsored internship are required to be enrolled in CADV 394 during Fall semester AND CADV 494 during Spring semester.
If I have questions that can't be addressed on this website, who can I contact?
If you have questions you can direct them to Dr. Taylor at:
What do students say about the internship? Students report that their CADV internship has been one of the most instrumental aspects in deciding on post-graduate plans. Many students create bonds with real children and teens which helps to make the classroom content come alive and relevant. Some students develop important networks with professionals in the field, also aiding their career pathway after graduation.
Why would someone decide to do the internship?
I want to "test out" this type of career/profession.
I don't have a lot of experience actually working with youth.
I only have experience working with young children; I want to work with older kids.
I've never had a job and I need some basic work experience.
The graduate program I plan to attend requires that I have a certain number of hours working with youth.
I want to better understand how an organization works.
Why would someone decide NOT to do the internship?
I don't need/want additional experience working with youth. I don't plan to pursue a career working directly with youth.
I would benefit more from taking other courses listed in the Professional Development section.
AS/CSUN Children's Center (no longer accepting applications for Fall 2019 - Spring 2020)
Contact: Elsa Lewis, Assistant Director, at 818-677-2012
Population Served: Toddlers and preschool children.
Provide quality, developmentally appropriate childcare and early education services to children of CSUN student parents so they can graduate and attain their goals.
Learning Opportunities for Students:
Interns work as a member of the teaching team in a classroom of two-year-old through 5 years old preschoolers. Interns will interact with children, assess informally through observation, plan and implement developmentally appropriate activities/curriculum, address CA Child Development Division standards, engage children in problem solving and conflict resolution, and incorporate health and safety practices. Interns will experience program administration by attending a Program Advisory Board meeting and will experience a different delivery system of care by visiting a licensed Family Childcare Home in our Family Childcare Network. Interns are encourages to participate in classroom team meetings and parent programs.
Student Learning Objectives:
Learning objectives will be individualized based on each intern’s prior experience and address the following common goal areas. Interns learn to observe and assess children’s development and to plan for individual children, small groups, and overall classroom experiences based on the results of observation/informal assessment, using the California Department of Education/Child Development Division’s Desired Results for Children and Families system. Interns also observe this system in practice in our Family Childcare Home Education Network by accompanying our Coordinator on a visit. Interns refine engagement skills through interactions with children and teaching skills through planning and implementing developmentally appropriate activities. Interns practice techniques for supporting positive behavior in children and managing a toddler/preschool classroom, from conflict resolution to transitions and environment. Interns function as part of a classroom/teaching team and are invited to participate in professional development opportunities and program parent activities and an administrative experience.
Monday through Friday, usually one day 7:30 am to 1:30 pm. With approval, it is possible to split, with at least one day’s schedule to include 9:00 – 12:30 and additional hours to be arranged. Six hours per week total is to be scheduled; weekly schedule is consistent through the semester.
Additional Program Requirements for Students:
Attend a group tour/interview.
Orientation Process and Requirements:
Date(s) of Orientation: TBD
We begin with a full day mandatory orientation before the semester begins. In the morning interns join the classroom team in welcoming new children and families. The afternoon is for staff meetings and staff development activities.
Qualifications Needed To Apply
Must obtain TB and fingerprint clearance, want to interact with
young children, be open to learning from them, and be dependable
A.S. Children's Center – 2 different intern positions being offered 1. Classroom Intern – UNPAID Description: assigned mentor teacher, the intern will assist master teachers/teachers and other team members in providing the classroom program for the children.
2. Student Assistant Teacher Intern - 3 different paid positions (level 1, level 2, level 3) Description: Designed for the CADV student interested in being an early childhood teacher, specifically preschool or early primary. The intern will be assigned to a preschool classroom and will be supervised by a mentor master teacher. As part of our teaching team, the intern will begin by assisting and progressively take on more responsibility through the year in the role of a teacher. The intern will observe children’s development and complete several children’s Desired Results Developmental Profile 2010 assessments. The intern will use the Early Childhood Environmental Rating Scale-revised to assess classroom environment. Using information gained from these tools, the intern will prepare lesson plans and teaching strategies to implement developmentally appropriate curriculum activities in the classroom, taking an active role in planning as part of the classroom teaching team. Requirements: 10-15 hours a week Level 1- some CD units preferred Level 2 - 12 core units completed (permit not required) Level 3 - Requires a permit (has its own educational requirements)
Bright Horizons Early Education & Preschool (select from various sites across Southern California)
As an experienced provider of child care and early education, Bright Horizons serves the needs of employers and families, offering high-quality child care programs led by nurturing, passionate teachers who help children learn and thrive.
Our curriculum, The World at Their Fingertips®, provides intentional guidance and rich experiences that build upon individual strengths and talents. With our child development professionals at their sides, children at Bright Horizons are assured of getting the care that they need, the creative learning experiences they enjoy, and the intellectually challenging opportunities they deserve.
The mission of Chatsworth Park Elementary is to ensure that all students, including English learners, students with disabilities, and gifted learners, will have equal access to a high quality educational program in a clean and safe environment. Through collaboration, all stakeholders will foster continuous opportunities to positively reinforce the self-esteem of all students, empower all students to improve their academic growth and achievement to become productive lifelong learners to enrich their quality of life, and be able to function as responsible, caring citizens in a democratic and constantly changing global society.
Student Learning Opportunities:
Students will initially engage in a period of observation to become familiar with school policies, classroom routines, building and staff personnel, classroom objectives, procedures and individual students. As students become more comfortable with the classroom setting and functions, they will assume more responsibilities such as routing duties (taking roll, lunch count, checking in homework, etc.) and working with individuals and small groups of students. Once students develop skills and confidence, the intern may teach a group a selected skill or lead a project with a designated group. Students will assist the supervising teacher with project preparation, evaluation of assessments given to drive further instruction or remediation, formation of "fluid" groups based on skill need (not overall ability), and any assigned duty that allows for the classroom to run as smoothly as possible. Students are encouraged to contribute ideas and share their knowledge whenever possible.
Periods of Service:
Chatsworth Park Elementary School is a single track, traditional school setting. The school hours are 8:15 am to 2:34 pm M W TH F. On Tuesday, the hours are 8:15 am to 1:34 pm. Each Tuesday afternoon is set aside for professional development and/or staff meetings.
There is flexibility in the schedule to accommodate the needs of the student intern.
CCRC serves children, families and the community in San Fernando Valley, Santa Clarita Valley, and Antelope Valley and the entire San Bernardino County - across all demographics and income levels.
The Child Care Resource Center (CCRC) cultivates child, family and community well-being.
CCRC is a private not-for-profit agency dedicated to the promotion of higher standards in child care and early education through the quality, support, development, and education of children, parents, child care providers, and the community.
For over 40 years, our mission has been guided by our belief that our social and economic future depends on the quality of a young child’s experiences. We encourage the growth and development of children and their families through our creative, informative, and supportive programs and services.
Head Start Department:
CCRC operates 18 Head Start centers in the San Fernando Valley. Head Start is a national program that offers high quality preschool experiences for low income families. Head Start is best fit for students in the Child Development and Family Studies field.
There are three distinct internship opportunities within the Head Start program:
Classroom: Work directly with teachers and children in a preschool classroom environment. You will have an opportunity to observe children as they grow and develop social and emotional skills.
Family Advocates: As a family advocate intern, you will work with Head Start families. Family advocates work with the entire family, helping their child thrive not only at school but also at home. This is a great opportunity for students that are interested in developing administrative and clerical skills, working with families, and working in an office.
Disabilities/Mental Health Service Area: Work directly with disabilities/mental health specialists to conduct observations, attend assessments and IEps, training on social-emotional development, attend mental health Consultants meetings, conduct research on Mental Health resources in the community and monitoring activities in the classroom.
Resource & Referral Department:
Professional Development Coach-Student Intern: Under the direct and supervision, the Professional Development Coach-Student Intern will assist staff in providing instructional support, mentoring, and coaching to providers to enhance the quality of early care and education.
Home Visitation Student Intern: Under the direction and supervision of the Home Visitation Supervisor, the Home Visitation Student Intern will assist staff to plan and facilitate home visits using the Parents as Teachers curriculum to increase parents’ understanding of their child’s development and strengthen the connection between parent and child.
CCRC Chatsworth Headquarters
CCRC Antelope Valley Office
Head Start locations throughout the San Fernando Valley
Periods of Service: CCRC is open 12 months of the year, Monday thru Friday
We are flexible in working with intern schedules as well as the CSUN academic calendar
Student Requirements: Fingerprinting is required (expense incurred by Agency); TB clearance
The Child and Family Guidance Center is a non-profit community service organization providing mental health treatment for emotionally troubled and abused children and their families.
Organized in 1962, the Center's mission is to promote children's mental health by assisting and strengthening the family through education, early intervention and treatment. The goals of our program are to prevent family violence, ensure the safety of children, keep the families together, if appropriate, and to promote the emotional, social and academic development of our youth.
The Child and Family Guidance Center is an outpatient mental health center providing services to children and their families of mixed cultural and socio-economic backgrounds. We provide specialized treatment of childhood physical, emotional and sexual abuse, neglect and maltreatment. Our emphasis is on providing outpatient mental health services, including but not limited to, evidence-based practices and interventions. We also offer psychiatric services, forensic evaluations (i.e., Assessment of Sexual Knowledge), school-based treatments, family advocates, and other community outreach services.
We provide many evidence-based practices (EBP) including, but not limited to, Child and Parent Psychotherapy (CPP), Parent-Child Interaction Therapy (PCIT), and Trauma-Focused Cognitive Behavior Therapy (TF-CBT). Each EBP has its specific treatment focus. CPPis a treatment for trauma-exposed children aged 0-5. Typically, the child is seen with his or her primary caregiver, and the dyad is the unit of treatment. PCIT is an empirically-supported treatment for conduct-disordered young children that places emphasis on improving the quality of the parent-child relationship and changing parent-child interaction patterns. TF-CBT is a conjoint child and parent psychotherapy approach for children and adolescents who are experiencing significant emotional and behavioral difficulties related to traumatic life events.
Student Learning Opportunities:
Upon completion of their internship at the Child and Family Guidance Center - Balboa, CSUN students will have a professional understanding of trauma, child development, and a variety of treatment interventions and models that can address a variety of mental health disorders. In addition, CSUN students will have the opportunity to participate in and shadow one of our clinicians in an Evidence Based Practice (PCIT); as well as develop and implement creative therapeutic projects for our children in the waiting room. Students will acquire knowledge in various content areas in the weekly training seminars.
Period of Service: Mondays - Thursdays, mid-August through the last week of May
Vacation/Holidays- Clinic is closed between Christmas and New Year and closed on all major holidays.
Late afternoon to evening hours available. Must have at least two afternoons free (one preferably being Wednesdays).
Days and Hours Available:
Students will be at the clinic two afternoons/early evenings per week and commit 6 hours per week. This program does NOT follow the CSUN calendar and students are expected to continue working during their holiday and spring breaks, unless prior arrangements have been made.
Student Requirements: Fingerprinting is required (program pays costs); TB clearance (program pays costs)
Child & Family Studies Center
18330 Halstead St.
Northridge, CA 91330-8292
818.677.3131 Fax 818.677.6004
Contact: Christa Dunlap, M.A., Program Coordinator at 818.677.3131
Population served: Preschool
The Child and Family Studies Center at CSUN is dedicated to fostering continued growth and development of the "whole" child as well as forming a partnership with the family.
Our preschool programs are accredited by the National Academy of Early Childhood Programs and by the American Association of Family and Consumer Sciences, as a high quality instructional site for fieldwork, internships, and research. Well qualified Master Teachers provide academic guidance and professional mentoring for field students and interns working in the CFSC classrooms with young children.
Our active learning approach, based on developmentally appropriate practices, encourages children to explore and interact with their environment. Our classrooms appreciate the diversity of our modern society. We have been an inclusion program since 1965 and have worked in sensitive collaboration with the CHIME Institute since 1990.
Student Learning Opportunities:
Students will have the opportunity to work with preschool aged children. Preschool programs emphasize the child's active participation and opportunities to explore a wide variety of ideas and materials in a home-like atmosphere.
Periods of Service: Follows the CSUN Academic Calendar
Days and Hours of Service Available:
2 days each week for 3 hour shifts, no 2 consecutive days
Monday through Friday 9:00 am to 12:00 pm or 3:00-6:00 pm
Tuesday through Friday, 1:00 to 4:00 pm
Additional hours available for CADV interns
Student Requirements: TB Clearance
Children's Hospital Los Angeles (no longer accepting applications for Fall 2019 - Spring 2020)
Population Served: Hospitalized patients ages birth - 21 years old and their families
Mission of Organization:
Child Life services in healthcare settings strive to promote optimum development of children and their families, to maintain normal living patterns and to minimize psychological trauma. As integral members of the healthcare team in both the ambulatory care and inpatient settings, Child Life staff provide children with opportunities for gaining a sense of mastery, for play, for learning, for self-expression, for family involvement and for peer interaction (Child Life Council, 2004).
Philosophy/Mission of Student Programs at CHLA:
The Child Life Program is in alignment with the standards, philosophy, and mission of the Child Life Council including the Standards for Academic and Clinical Preparation. The Child Life Program values the reflective and critical process that is integral to helping students learn about Child Life. We strongly believe it is one of the ways students learn best. Through this experience, students will engage in enriching and thought provoking learning opportunities, which link theory to actual "hands-on" practices with children, youth and families (Chase Child Life Internship, 1999).
Description of Placement:
This community service experience was created in collaboration with CSUN Department of Child and Adolescent Development and CHLA Child Life Program. The focus of this experience is to promote learning in the field of child and adolescent development by linking theory to hands on practical opportunities in the health care setting. This community setting is a place that will support students interested in pursuing a career in Child Life, as well as increase students’ overall skills in working with children, youth and families.
WHY CHOOSE Children’s Hospital Los Angeles? WHY CHILD LIFE?
You have an interest in exploring Child Life as a career option
To expand your hands-on experiences with children and families in a unique health care setting
To gain professional skills for supporting the overall development, especially the social/emotional needs, of children and families that can be used across settings
Be in a fast paced environment where multitasking and flexibility is key
To expand your knowledge of child and adolescent development theories and put it into practice with children and families
To enhance your critical and reflective thinking skills
To support your overall professional growth and development
To work with children and families from culturally diverse backgrounds
Period of Service: Follows CSUN Academic Calendar
Days/Hours of Service: Primarily Monday-Friday 9:00 am to 12:00 pm and 1:30 pm to 4:30 pm
Limited evening and weekend hours are available. If an intern is placed in an evening or weekend shift one semester the intern needs to be available during the weekdays the following semester.
Interns need to have taken CADV 450 or be enrolled in course for the fall or spring semester during their internship, name badge, background check, TB test, Child Life Orientation.
IMPORTANT NOTE: This FIELDWORK placement does not satisfy Practicum hours required for application to Masters in Child Life program. Students aspiring to become a Child Life Specialist will need to obtain a Child Life Practicum and a Child Life Internship. More information on these requirements is available at: http://www.childlife.org/certification
Population Served: Kindergarten through eighth grade
The CHIME Institute develops and implements model programs that support all children to achieve their maximum potential, and that provide dynamic research and training environments to disseminate best educational practices. CHIME emphasizes:
caring, nurturing, intellectually challenging, community centered environments
collaboration between families and educational teams
individualized education appropriate to each child and family's unique strengths and needs
an appreciation of diversity including culture, background, ability, preferences, and learning style
an inclusive learning community, with some children in each class receiving special education services alongside their gifted and typically developing peers
embedded supports within natural learning environments
a commitment to innovation
Student Learning Opportunities:
Students will provide support to all children in the areas of curriculum, academics, recreation and socialization. Students will provide instructional support in the classroom under teacher direction and provide supervision and leadership in facilitating play and socialization on the playground.
work as a team member to support the education of all children
support instruction in small group center based format
provide leadership in recreation and facilitation of social supports to students with and without disabilities
Periods of Service: Check with site.
Days and Hours of Service Available: Monday through Friday 8:00 a.m. to 3:15 p.m.
Student Requirements: Fingerprinting is required; TB Clearance
CHIME Institute Preschool Inclusion Program
Preschool Inclusion Program
Located at the CSUN Child and Family Studies Center
The CHIME Institute develops and implements model programs that support all children to achieve their maximum potential and that provide dynamic research and training environments to disseminate best educational practices. The CHIME Institute provides model educational programs in family, school, and community centered environments that support all children including those who are typically developing, gifted, or have special needs to achieve their maximum intellectual, social, emotional, and physical potential. CHIME provides dynamic research and training environments for the development, implementation and dissemination of best practices for educating a diverse learning community from birth on.
Student Learning Opportunities:
Learn more about preschool inclusion: how to plan and modify curriculum to support individualized education program
Develop formal assessment skills
Plan and implement lesson plans with specific objectives in a developmental area
Supports inclusion in early childhood classes at the CSUN Child and Family Studies Center.
Serves children with disabilities, ages 3-6 years and their families.
Credentialed Inclusion Specialist and Speech Pathologist collaborate with classroom teachers and parents.
Paraprofessionals provide focused support and foster independence.
Developmentally appropriate interventions and therapies embedded within typical early childhood classroom settings and activities.
Emphasis on natural social and communication skills practice with peers.
Individualized approach to classroom modifications
Space is limited. Families enroll through the IEP process in their local public schools.
Children from all cultural, linguistic, religious, and economic backgrounds are welcome.
Certified California State Department of Education Nonpublic Agency.
Approved as a vendor for the North Los Angeles County Regional Center.
Days/Hours of Service: Mondays - Fridays 9:00 am - 12:00 noon or
Dearborn Elementary Charter Academy serves a vibrant, culturally diverse community in the San Fernando Valley. We are nestled in a beautiful residential community directly behind Dearborn Park.
Teaching and Learning: Dearborn students are smart, inquisitive and creative learners. We provide our students with rigorous, hands-on learning that embeds 21st century skills. Their educational journey includes standards based lessons that will eventually prepare them to enter college and beyond. Our entire faculty continuously is introduced to the newest educational pedagogy; this summer they will be trained at USC for Gifted Professional Development.
Socio-Emotional Learning: Our students are provided with a safe and nurturing environment. Our staff understands that educating the whole child includes not only academic needs but social emotional needs. Dearborn's discipline policy is deeply rooted in positive behavioral incentives. Our teachers and staff have had extensive Social Emotional Training from CSUN and The Ronald Reagan Library that aims to decrease the amount of negative discipline by use of student movement, team building, and positive reinforcement.
Technology: Our staff has been trained by Apple Engineers and most classes are equipped with Smart Boards. We currently have 2 iPad classroom carts that rove between classrooms to provide standards based lessons through the use of technology. Our PTA also funds a full-time computer teacher every year.
Supplemental Programs: Students are emerged into various programs that provides them with a strong arts-based program. Our art programs range from Fine Art, Orchestra, voice, recorder to Ballroom dancing.
Our school is a community school that understands student's needs. We understand that parents have a choice regarding their child's school placement so we aim to provide an amazing experience that they won't forget. Finally, Dearborn prepares all students to be life long learners and contributing members of society. We welcome you to visit our school and you too will see the magic and why our students are exceptional!
(UNPAID) 1. After School Teacher's Aide o Description: The Help Group’s Kids Like Me program is recruiting part time staff to serve as instructors and/or aides for after school enrichment classes at our ShermanOaks campus. Classes typically run once a week from 4pm – 5:15pm for 8 sessions. Please note that this is very part time work. Instructors will have the skills and experience to develop and lead a fun, exciting, skill-building curriculum for a population of children with autism spectrumdisorder and other developmental challenges. o Requirements: Students preferably have experience working with this population and have strong skills/expertise inorder to teach, or serve as a class assistant, in the following area(s): Bowling, soccer, basketball, karate, yoga, art, music (instruments, chorale music, song writing, drumming, etc.), computers – keyboarding, web design, animation, graphics programs; film-making, dance, gardening, cooking, drama/improv, chess, photography, robotics, cartooning, and American Sign Language.
2. Teacher's Assistant o Description: We are seeking teaching assistants/ behavior intervention implementers (BII) to work in our early education program. Small class sizes. Supportive staff & coworkers. Typical Duties: - Assist the classroom teacher with all aspects of instruction in a special education classroom. - Instruct individual & small group lessons as directed by the classroom teacher. - Assist as needed during class lessons with behavior control, prompting, reinforcement, etc. - Supervise student arrival and departure according to school policy. - Assist with paperwork and record keeping as needed. - Additional duties as assigned.
93% Hispanic, 2% African American, 2% White, 3% Asian. 87% of our students qualify for free or reduced lunch. 19% of our students have special needs.
To prepare a diverse group of middle school students to succeed at a four-year university. We provide a wide range of remedial, enrichment and support services to families to insure the academic success and character development of our students.
Student Learning Opportunities:
We hope to attract interns who have an interest that could be developed into a project at the school. For example, some interns might take on a cluster of 2-3 kids and mentor them throughout the year. Another intern might be interested in providing enrichment activities for gifted students. An intern might be interested in having a weekly discussion group with adolescent boys/girls about issues in their lives. Some interns who are considering a teaching career may be assigned to help a classroom teacher. We also need interns to provide small group tutoring in the after-school program. Interns contemplating a career in nonprofit organizations may choose to work on grant-writing activities. We have a very flexible schedule and open minds.
Period of Service:
August to December
January to June
Days/Hours of Service:
Monday through Friday 7:30am to 6:30pm
Interns may also wish to complete hours during our Winter and Spring Intersession.
Preschool children ages 3-5. We work with children who are most likely to enter kindergarten significantly less prepared than their peers.
Jumpstart's work is simple yet significant: to engage caring, civic minded individuals in service to work toward the day every child in America enters school prepared to succeed. Through an innovative program that features intensive one-to-one adult child interaction, and which consistently produces demonstrable positive results, Jumpstart helps preschool children build language and literacy, social, and initiative skills- skills that provide the necessary groundwork for later academic and social success.
Student Learning Opportunities:
Students will have the opportunity to learn about the mission, history, philosophy, and implementation of the Jumpstart program.
Identify and discuss the foundations of child development through course assignments, observation, and participation at assigned program sites
Increase knowledge of quality and responsive practices to children representing high-risk and diverse backgrounds
Explore and expand upon planning practices as well as instructional and environmental approaches to supporting young children's development
Recognize that families are powerfully influenced by and reflective of their families, cultural heritage, communities, and of society
Learn and identify the psychological, physical, and emotional meanings of "community" through personal reflection and theoretical perspectives
Build on leadership skills, as community service learners through critical reflections, analysis, evaluation, and collaborative problem-solving
Positively impact the life of a child
Period of Service:
Students must complete 300 hours during the academic year.Students who are eligible for federal work study can be paid for their services.
Monday/ Wednesday/ Friday: 8am to 12pm
Tuesday/ Thursday/ Friday: 8am to 12pm
- Students must go through background clearance
- TB Test
- Must be eligible to work in the U.S.
NOTE: Jumpstart Members are eligible for a $1,252 AmeriCorps education award upon completion of 300 hours. Students who are work study eligible may earn $12 to $13 per hour.
FOR MORE INFORMATION CONTACT Program Coordinator: Alexa Ocio --
JusticeCorps is an innovative approach to solving one of the more pressing issues faced by courts around the country today: providing equal access to justice. JusticeCorps recruits and trains university students annually to serve in California's overburdening legal self-help centers which specialize in family law, housing, landlord/tenant disputes, or small claims.
1. Learn about the law & the legal field. 2. Earn an educational award with AmeriCorps. 3. Provide a much needed service across locations in Los Angeles. 4. Develop networking opportunities. 5. Gain professional experience & transferable life skills by working with court staff & the public. 6. Earn course credit.
Gifted, Special Ed, Magnet students in arts, technology, and medical
We strive to offer an effective education to our diverse student population and to provide them with the skills they will need to become positive contributors to the twenty-first century. Counselors work with the “whole child” and address the academic, social-emotional, and career needs of our students.
Student Learning Opportunities:
Observe and participate in the running of a counseling department in a high school environment.
Many opportunities to learn about counseling and teaching, and to help make a difference in a student’s life.
Hours available: Monday - Friday, 8AM-3PM
Desire to work with adolescents in a school setting. Must have initiative, enthusiasm, patience, and be dependable, reliable, and motivated.
Interview Procedures: Interview with counselors
Orientation Process and Requirements: LAUSD Volunteer form and TB test (can be done at our local school clinic for a nominal fee)
The Legacy Center is a community resource organization “embracing diversity and enhancing opportunity” for individuals and families living with the challenge of disability.
We offer a variety of classes and services under one roof and pride ourselves on the collaborative and creative nature of our curriculum and instruction.
The HUS Legacy Foundation is dedicated to enhancing educational and life opportunities for learners with disabilities and diverse challenges through our programs at the Legacy Center (www.theLCnet.com). We are family inclusive because we know that the greatest advocates and the main support for these individuals are those that live life alongside them. Our programs are literacy based where that definition equates to competency. Our goal is to grow individual skills across all realms of life, from reading literacy to physical literacy. Our core programs include language and communication, academic skills and practice, art and creativity, and movement and fitness. We believe strongly in the ability of technology to level the playing field for diverse learners and integrate assistive technology in all of our programs.
We strive to build and ensure the right of every individual to live a life of rich experiences that challenge the body, expand the mind, and grow the soul.
Student interns can expect to be involved in many aspects of the center including assisting and facilitating our participants. Programs include day to day tutoring and/or assisting in classroom type programs, a summer camp, body and movement physical literacy sessions, cooking, reading, art and gardening. We also offer Spring and Summer camp on site which include a taste of all our programs plus social outings in the local community. Interns are given training in the basic tenets of the center, the details of each activity and then invited to take leadership roles in either conducting an activity or designing an activity. We believe strongly that our internships should provide self growth, build self confidence and promote advocacy in the form of promoting access and opportunity for diverse learners.
Student Intern Requirements:
Successful completion of at least one course on special needs populations required of applicants.
LiveScan, fingerprinting, background check, TB test, required for placement (fees for most of these will be paid by the foundation).
This school serves children from pre-K through 5th grade. Limerick has a student population of about 1,050 students, with approximately one-half of those identified as English learners.
To provide meaningful learning opportunities to prepare students to adapt and compete in a rapidly changing world.
Student Learning Opportunities:
The focus of the internship will be direct interaction with students. Interns will assist classroom teachers with students by working with individuals or in a small group setting. Interns also will have the opportunity to observe and interact with student during outside play periods and assist with normal, minimal clerical duties. They will participate in a regular supervision meeting.
Other opportunities available to interns at this site include:
Possible attending weekly staff development meetings, which often focus on professional development.
Participating in group meetings of teachers within a grade to plan the curriculum.
With uncompromising Christian education and in partnership with home and church, Monarch Christian School strives to provide every opportunity for excellence academically, spiritually, socially, and physically-all for the glory of God. Click here for more information on our website, including our philosophy of education.
Infants through Transitional Kindergarten
Student Learning Objectives:
Observe and contribute to lesson plan development and academic instruction. Participate in professional development and training. Regularly meet with lead teachers and Director of Early Education to assess areas of growth and improvement.
Monday-Friday 7:00 am-6:00 pm
Student Requirements, must complete before first day:
The Multicultural Learning Center (MLC) is a K-8 dual language public charter school. MLC's vision is to bring together a diverse community of learners where cultural and individual differences are the building blocks of academic, social, and interpersonal success.
The Multicultural Learning Center (MLC) brings together a diverse community of learners where cultural and individual differences are the building blocks of academic, social, and interpersonal success. MLC is a K-8 charter school with the goal of bilingualism and biliteracy in Spanish and English for all students through a dual language program. Children build literacy in two languages by engaging in hands-on learning activities and student-directed research through a thematic curriculum in addition to daily experiences in the arts. MLC teachers are responsible and accountable for meeting these educational program goals as well as professional and school-wide goals. MLC parents and community partners are actively engaged through a strong parent volunteer program, parent education programs, school governance, and student community service projects to support the educational goals of the MLC.
Student Learning Opportunities:
Interns will serve as teaching assistants in the dual language program and support students' biliteracy goals in English and Spanish across all subject areas. Interns will work with one teacher for the entire year, and develop relationships with your teacher and a class of students. Interns will work directly with students, providing whole group and small group instruction, and provide instructional support for the teacher. There are opportunities to participate in professional development and Family Nights as well as staff meetings. Interns must commit to the times and days they are scheduled to attend and maintain ongoing communication with their teacher/supervisor.
Period of Service:
September - January
February - June
Days and Hours of Service:
Monday - Friday, 8:30 to 3:15 pm
MLC achieves these goals through three educational objectives: 1) A dual language education program in Spanish and English; 2) A thematic social studies core curriculum that integrates learning in math, science, language arts and utilizes the visual and performing arts as tools for developing literacy; 3) Accelerated School Governance Model that includes all members of school community in decision-making processes.
Interns at MLC work in the classroom with an assigned teacher for the entire year. This year-long experience allows interns to gain experience in classroom instruction and assessment, lesson-planning and curriculum, professional development, and school governance. Students must be bilingual in English and Spanish to intern at MLC, and complete a background check and TB tests. Interns must also have the desire to work in a school setting and learn from teachers who are experts in constructivist teaching, bilingual education, arts integration, and differentiated instruction.
Population Served: High risk youth with behavioral concerns
New Directions for Youth provides a range of diverse services and programs to meet the complex needs of at-risk youth and their families. Services include individual, group and family counseling, job skills training and placement, tutoring and literacy programs, anti-graffiti and environmental programs, health referral, programmatic alternatives to gang involvement, recreational programs, parenting classes and computer courses. Programs range from traditional service provision to innovative, experimental, pilot programs.
Education and Career programs support youth and help them to reach their academic and career goals. Literacy Training provides school-based and community based literacy tutoring, homework assistance and study skills training for youth (ages 10-17). NDY’s Summer Youth Employment Program employs 15 to 20 low-income and or/underserved youth who are either currently or previously a part of the foster care or probation systems. Youth gain skills, develop work ethic, and increase their employability through the program. Other academic support and resources include GED prep and a Community Technology Center.
Fingerprinting is Required
Northpoint School (no longer accepting applications for Fall 2019 - Spring 2020)
Northpoint (part of Child and Family Guidance Center)
Northpoint is a nonpublic school/intensive treatment program at the Center's Northridge facility for children ages 6 to 18 with emotional or behavioral problems whose needs cannot be met in a public school.
The mission of the Child and Family Guidance Center is to promote mental health for children and their families in response to individual and community needs, and in coordination with community resources.
Learning Opportunities for Students:
Students will have the opportunity to:
Observe academic instruction in the classroom in order to create, with supervision, an academic plan and follow through with instructing the plan in a small classroom. To provide 1:1 tutoring for learning disabled students.
To understand the role each team member plays in the success of students within the school and therapeutic setting. To become a member of a multi-disciplinary team, which includes clinicians, administrators, teachers, teacher assistants, nurse, psychiatrist, and recreational therapists. To attend group meetings as a member of the multi-disciplinary team.
To learn the foundation, theory, and understanding of group therapy. To participate, as co-leader, in a small group within the Northpoint setting.
Period of Service:
Fall semester- in accordance with the CSUN academic calendar
Spring semester- attendance for the internship for Spring semester will begin prior to the start of the CSUN Spring semester. Due to school setting, it is important for interns to be available for Northpoint students. A schedule will be created between intern and CFGC to accommodate the intern returning to internship early (examples: Northpoint spring break off, termination from internship early).
Days/Hours of Service:
Monday - Friday 8:00 am to 3:30 pm.
Please note that students may be required to work additional hours to participate in training and supervision.
Our staff is young and innovative. They are dedicated individuals who care about our students and the future. We have an excellent administrator who pushes us to do better for the community we serve. We service the under-privileged and under-performing. What we do in our school truly matters to the lives of our students.
Here is what Panorama City ES offers:
1) Opportunities for future teachers both special ed and general ed
2) Teacher Assistant positions (they have to have at least 6 units per semester in order to apply)
3) We have a school psychologist 3 times a week.
4) We have Family Child Guidance Counseling housed at our facility.
5) We have a speech therapist housed at our facility.
6) We have an occupational therapist who works with our students at least twice a week
7) We have adaptive P.E. specialist come once a week
8) We have primary and upper grade (K-5th) special ed classes
9) We have preschool program
10) We have PALS program (special ed class for preschool level students)
11) We service Pre-K to 5th grade.
12) We work with our Restorative Justice Coach on positive behavior supports
13) We have Adult ESL classes held at our school
14) We have a Parent Education class called Kaleidoscope who works with infant to preschool age.
15) We service students from very low socio-economic backgrounds.
16) We have an after-school program called LA's BEST.
17) We are a ELLP Cohort school who specializes in small group instruction to meet student needs and provide differentiated instruction.
18) We are learning slowly how to become a STEAM school. We have a Promethean board, green screen, and purchased robots.
19) We have a parent center and community representative who runs the center. The purpose is to make sure we get our parent and community involvement in student success. Create that village to help raise the children we serve.
Established in an effort to serve the homeless in the greater San Fernando Valley, the roots of the San Fernando Valley Rescue Mission grow deep, span over 40 years and were established as an outreach ministry of the Rescue Mission Alliance – a Christian based non-profit organization.
Founded in 1998, the San Fernando Valley Rescue Mission began as the Rescue Survival Outreach Services (S.O.S.) Program serving meals to the Valley’s homeless. In 2002, the Mission launched the Family Shelter program in a collaborative effort with San Fernando Valley area churches in response to the critical unmet need for a year round emergency shelter.
The program has been designed to provide homeless men, women, children and families an opportunity, not only to obtain food, shelter, and basic life necessities, but also provides a foundation for individual and family restoration by developing a personalized plan based on their needs for achieving personal growth, employment, and housing.
Currently, the San Fernando Valley Rescue Mission provides a variety of programs serving thousands of men, women, children, and families including:
These programs, coupled with individualized outreach and case management, offer individuals and family’s physical and emotional support, as well as the needed resources and training to help better their position in life.
Days/Hours of Service:
Monday - Friday 8:30 am to 9:00 pm (tutoring and children's programming and planning runs from 5:00-9:00pm)
NOTE: Applicants must upload the Supplemental Application (available on the CANVAS CADV Internship Application page) along with their cover page.
The Educational Talent Search (ETS, grades 6-12) and Upward Bound (grades 9-12) programs at CSUN assist students in completing high school and pursuing a college degree. Our mission is to equip first generation or low-income families with up-to-date postsecondary and financial aid opportunities and enable students to attend the college or university of their choice.
Rachel Chalmers, Education Area Supervisor, (818) 897-4124
Elga Urrutia, Child Development Internship Coordinator, (213) 718-4065, Email: email@example.com
Volunteers of America is a non-profit human services organization committed to serving people in need, strengthening families, and building communities. Our Head Start and Early Head Start program (located in San Fernando and Santa Clarity areas) offer high quality and comprehensive educational and health services to children and their families from low income backgrounds. We have several sites in the greater Los Angeles area that can welcome and support student interns to link developmental theories to research design and data on children's development.
Serve as an undergraduate research assistant on a faculty member's research project. Learn valuable skills in conducting research while being mentored by faculty member. Research assistants often have opportunities to travel to national conferences to present research. Some of this year's current research assistants have traveled to Austin, TX for the Society for Research on Adolescence biennial meeting and to Philadelphia, PA for the American Educational Research Association annual meeting.
The following faculty members are currently recruiting research assistants:
-- Dr. Emily Russell
-- Dr. Nancy Miodrag
o Description: As a member of Dr. Miodrag's lab, you will participate in the following tasks:
Complete human subjects certification
Attend weekly meetings, times TBD
Practice and memorize research protocol
Conduct literature reviews
Update and manage documents and databases and assisting with data entry
Receive training in SPSS data analysis
o Note: Sophomores and juniors preferred.
-- Dr. Roxanne Moschetti
-- Dr. Shu-Sha Angie Guan
-- Dr. Kandice Grote
CADV Peer Mentor / Peer Academic Leader (PAL)
Serve as a mentor to your peers in the CADV Peer Mentor Program. Peer mentors are paired with a faculty member and a specific CADV course for the Fall and Spring semesters. Peer mentors receive guidance, support, and training from multiple department faculty and gain valuable leadership and mentoring skills. Faculty course assignments sometimes change, contact faculty member listed below for more and most up to date information.
The following faculty members are currently recruiting peer mentors:
-- Dr. Virginia Huynh
Serve as an energetic & enthusiastic mentor and facilitate a positive and supportive learning environment for Dr. Huynh's CADV 352 large lecture-format class (over 170 students enrolled).
- responsive to emails
- be proficient (or willing to learn to be) in Canvas
Peer mentors for my class will be expected to:
- Review and give feedback on syllabus & schedule before semester begins.
- Attend every class. Be the best student in the class by keeping up with the readings.
- Help to facilitate class discussion (where appropriate).
- Monitor Canvas forums.
- Proctor exams.
- Post PDFs of lectures.
- Lead review sessions (and create a review sheet) or prepare a teaching demonstration on a topic of your choice
- Submit 2 reflections of your experiences: 1 in the middle of the semester, 1 at the end of the semester.
-- Dr. Rosemary Gonzalez
Peer Mentor for CADV 406/L (hybrid)
-- Dr. April Taylor
Peer Academic Leaders
Serve as an energetic & enthusiastic peer mentor as you help majors navigate their progress towards the CADV degree, apply for graduation, and explore post-BA opportunities.
Participate in 1-on-1 peer advising, group workshops, and event tabling. Design advising tools and resources to assist CADV majors. Peer Advisors work closely with Drs. Taylor and Wakefield in developing department-level programs.