Mary Lou Fulton Teachers College Policies

Arizona State University’s Mary Lou Fulton Teachers College creates knowledge, mobilizes people and takes action to improve education. Nationally recognized as a leading innovator in teacher education and scholarly research, Mary Lou Fulton Teachers College prepares nearly 6,000 educators annually through bachelor's, master's and doctoral degree programs.

Working with a mindset of creative intrapreneurship to bring positive change within organizations, Mary Lou Fulton Teachers College brings people and ideas together to improve student outcomes. We seek to develop a renewable resourcefulness in individual educators, in schools, in school districts and in communities.

In line with the charter and design principles of Arizona State University, Mary Lou Fulton Teachers College asserts the following four core values:

  • Pursue excellence at scale to achieve impact.
  • Exercise leadership through innovation.
  • Champion diversity of people and ideas.
  • Share responsibility for the strength of communities.

For more information, students should visit https://education.asu.edu.

Academic Integrity

Students in Mary Lou Fulton Teachers College who do not exhibit integrity and professional behavior in the classroom or when in the field are referred to the college administration for disciplinary action. Students should refer to the ASU Student Academic Integrity Policy at https://provost.asu.edu/academic-integrity for more information.

Undergraduate Policies

Academic Standing

SATISFACTORY ACADEMIC PROGRESS AND PROFESSIONAL CONDUCT POLICY

In order to remain in good standing in the Mary Lou Fulton Teachers College, students must maintain satisfactory academic progress consisting of both academic performance and adherence to the Teachers College Professional Responsibilities Standards. This document sets forth the standards and expectations for satisfactory academic progress and good standing and explains the consequences of failure to meet these standards.

In addition to the policies stated herein, students are expected to abide by applicable university and Arizona Board of Regents policies, including the Student Code of Conduct (http://students.asu.edu/srr/code), the ASU Student Academic Integrity Policy (https://provost.asu.edu/academic-integrity), as well as all policies, procedures, rules, regulations and requirements established by the local education agency, school district, or school in which they are engaged in field experience or student teaching (for certification students). Failure to do so may lead to consequences that include dismissal from the program and expulsion from the university.

Section I: Academic Performance Requirements

A. Satisfactory Academic Progress

Advisors conduct ongoing reviews of students’ academic and professional performance in order to determine retention and continuation status. Students with records containing indicators of professional or academic concerns may be placed on academic probation or academic suspension or may be dismissed (permanently removed) from their programs or from the college.

To meet satisfactory academic requirements, all undergraduate students must:

  1. Maintain a minimum overall cumulative GPA of at least 2.00 during their freshmen and sophomore years. Teacher certification students must maintain a cumulative ASU GPA of 2.50 or greater during their junior and senior years.
  2. Achieve a "C" grade or better in all courses listed on the plan or program of study, including secondary education content area courses. Earning a grade of “W” or “I” in more than one course may be considered a lack of academic progress.
  3. Pass all required clinical experiences, including internships, apprentice teaching and student teaching, with a grade of “C” or better.
  4. Maintain good standing as outlined in the professional responsibilities standards section. Students who violate professional responsibilities may be placed on academic probation or suspension or may be recommended for dismissal.

Definitions

Academic probation: This is the status assigned to a student who has failed to maintain satisfactory academic progress, also referred to as not in good academic standing. A student placed on academic probation is informed of the areas in which program standards are not being met and the actions the student must take to be removed from academic probation and restored to good standing. A student failing to meet the conditions for reinstatement to good standing may be recommended for dismissal from the program.

A student placed on academic probation will be permitted to progress into the next term (unless the next term includes student teaching) while addressing the deficiency. A student who is on academic probation in which the next term requires student teaching needs to meet with his or her advisor to discuss options for the semester.

Academic suspension: An undergraduate student placed on academic suspension may not progress into the next term until all deficiencies have been resolved. Students are required to complete their deficiencies within one calendar year. Failure to do so results in dismissal from the program.

Deficiency: This term describes a required course or another program criterion, such as coursework or GPA, which was not met or was not successfully completed.

Dismissal: Administrative removal from the clinical experience, from student teaching or the iTeachAZ courses, from the degree program, or from the college is referred to as dismissal.

When the student is notified of a dismissal, he or she must participate in the development of a professional improvement plan. The student’s current and future status is determined by the terms of the professional improvement plan.

Professional improvement plan: A professional improvement plan is a tool designed to support students who may be at risk of not progressing in their major or academic plan. The PIP outlines specific action steps a student must complete in order to maintain or return to good standing within their major or academic plan. These are the typical reasons for placement on a PIP:

  • poor academic standing (i.e., ongoing academic deficiencies across coursework)
  • issues regarding professionalism (classes or clinical experience)
  • academic integrity violation (plagiarism, cheating, etc.)

Any ASU representative or district partner may refer a student for placement on a PIP. Students who are referred for a PIP will meet with the assistant division director and director of student services to develop a plan for success in the Teachers College.

A student is prevented from further enrollment in any initial teacher or administrator program for any of the following reasons:

  • expulsion from Arizona State University
  • failure to meet the professional responsibilities outlined in the Mary Lou Fulton Teachers College Professional Responsibilities Standards and the ASU Student Code of Conduct
  • failure to resolve academic deficiencies
  • noncompliance with a professional improvement plan
B. Unsatisfactory Academic Progress Consequences

GPA and Grade Deficiencies

Academic probation: Academic probation may be imposed if a student has one of the deficiencies listed below. A student placed on probation will be permitted to progress into the next term (unless the next term includes student teaching, an applied project or culminating experience) while addressing the deficiency. A student who is placed on probation in which the next term requires student teaching will need to meet with their advisor to discuss options for the semester.

Academic suspension: Academic suspension may be imposed if an undergraduate student has two or more of the deficiencies listed. An undergraduate student placed on academic suspension may not progress into the next term until all deficiencies have been resolved. Students are required to complete their deficiencies within one calendar year. Failure to do so may result in dismissal from the program.

Deficiencies for undergraduate students:

  1. a cumulative GPA less than 2.00 or 2.50 for teacher certification students in the junior and senior years
  2. an “I” in an education course or secondary education content course
  3. a grade of “D”, “E”, or “W” in an education course
  4. a grade of “D” or “E” in a required secondary education content course

Students who enroll in a course that requires a field observation while not currently enrolled in a clinical experience course that semester are required to enroll in a USL course; failure to successfully complete the required USL course will result in suspension. Students can choose from USL 210, 216, 402 or 410, and they obtain the registration and information from their advisor.

Undergraduate students are not approved for student teaching if they are on academic probation or suspension. Once a student returns to good standing, the student is approved to student teach.

Clinical experience deficiencies for undergraduate students: The following policies apply to students enrolled in initial teacher certification or administrator certification programs.

  1. A student who fails a clinical experience or internship course may be allowed to retake the clinical experience or internship one time if the reasons for failure are judged to be remediable. If a student is permitted to retake the clinical experience or internship and fails to pass the second time, the student will be dismissed from the program.
  2. In some cases, clinical experience or internship issues may be nonremediable. These may include actions that cause the sponsoring school district or other organization to suspend or dismiss an intern or teacher or administrator candidate or to demand that the student teacher or intern be removed from the clinical placement or internship due to violations of the Professional Responsibilities Standards, violations of a professional code of conduct, district policy, or state or federal law, or engages in other inappropriate behavior. The division determines, based on information from the supervisor, the mentor teacher, the school district, other sponsoring organization, and the student, whether the student actions warrant immediate dismissal from the program without benefit of a period of academic probation or another attempt to pass the clinical experience or internship.

Students who fail a clinical experience are required to attend a meeting with the division director or designee and director of student services to determine if they are able to retake the clinical experience. Students should refer to grade appeal process for more information.

C. Reinstatement to Good Academic Standing

To be restored to good academic standing:

  1. A student must maintain or improve grades to meet the Academic Performance Requirements.
  2. An initial teacher candidate must meet the expectations of any professional improvement plan related to satisfactory academic progress or professionalism while in the program.

SPECIAL NOTE: A student on probation for lack of satisfactory progress in one area (e.g., academic progress or professional responsibilities) who subsequently fails to maintain good standing in the other area is recommended for dismissal. Return to good standing requires satisfactory progress in both areas during the time on probation. Sequential semesters of probation for repeated failures to maintain satisfactory progress are not considered.

Section II: Professional Responsibilities (Conduct)

A. Satisfactory Progress

Professional work is marked by a particular responsibility to the clients served. Educators are trusted with significant power and authority over students and must demonstrate that they adhere to the standards of the profession. Therefore, in addition to academic progress requirements, students are evaluated with regard to Professional Responsibilities Standards as described in this document.

The Mary Lou Fulton Teachers College Professional Responsibilities Standards show the required expectations for all students.

  • All initial teacher or administrator students are expected to meet the professionalism standards in Sections A, B, C, and D at the “applying” level, as a minimum, throughout their course of study.
  • Students in noncertification programs are expected to exhibit professional conduct by meeting all standards in Sections A and B at the “emerging” level, as a minimum, throughout their course of study. Showing professionalism and growing and developing professionally are expected in all clinical experiences; in PreK-12 school-related settings; and in university settings, including in interactions with university faculty and staff.
B. Unsatisfactory Progress - Professional Responsibilities

Students are informed of an allegation of a violation of or lack of compliance with the Professional Responsibilities Standards, and they have an opportunity to respond. As a general rule, the college seeks to assist students to become professionals by working with the students to develop and improve professional conduct. Students accused of violating or not complying with the Professional Responsibilities Standards meet with the division director or designee and the director of student services or those otherwise appointed to discuss allegations, and they will be informed of their status in the program after the meeting. Possible sanctions include academic probation, suspension, disqualification or dismissal from the initial teacher certification program.

All other university policies regarding student conduct are in addition to these requirements, and infractions of the ASU Student Code of Conduct may result in additional investigations and consequences through university procedures.

C. Dismissal from Clinical Experiences (Internship or Student Teaching)

The following policies apply to students enrolled in initial teacher certification or administrator certification programs.

In the event a school district requests that a student be dismissed from an internship or student teaching placement for unprofessional or inappropriate behavior, the intern or teacher candidate is required to attend a meeting with the division director or designee, the senior director of student services, and other college representatives as determined by the division director to discuss the reasons for request for dismissal from the internship or student teaching placement. If it is determined that the allegations of a violation of unprofessional behavior resulting in the request for dismissal from the school or district are warranted, one or all of the following actions may result. The intern or teacher candidate:

  • will be dismissed from the internship or student teaching placement
  • will receive a failing grade of "E" for the internship or student teaching course*
  • will not be assigned another internship or student teaching placement during the same semester in which the teacher candidate was assigned a failing grade
  • may not withdraw from the internship or clinical experience course or from the student teaching course**
  • must withdraw from all courses that require concurrent enrollment with the internship or student teaching

*If an intern or teacher candidate wishes to appeal the "E" grade, the candidate can follow the grade appeal process as outlined on the Teachers College website. The first step in the grade appeal process is to meet with the course instructor. Students have 10 business days to appeal a grade.

**If a withdrawal is processed by the Office of the Registrar, the grade will be administratively changed to an "E".

If a teacher candidate wishes to repeat the internship or student teaching and concurrent course work during the semester following the dismissal, the teacher candidate must show evidence of how they plan to resolve the situation or circumstances which resulted in the removal from the internship or student teaching. The teacher or administrator candidate will be required to meet with the division director or designee and the senior director of student services to develop a professional improvement plan outlining expectations for continued professional growth and academic development.

In the event that the teacher or administrator candidate violates the rules, policies or procedures for conduct established by the school, district, local education agency, ASU, Teachers College, or the law while on a PIP for unprofessional behavior, the teacher or administrator candidate will be dismissed from the initial teacher or administrator program. Teacher or administrator candidates who are dismissed may not petition to continue in their current academic plan, but may be eligible to pursue other noncertification degree options within Teachers College (i.e., educational studies, master’s degree without certification) or within other colleges at ASU.

APPEAL PROCESS

Academic Probation

There is no appeal from the action of being placed on probation. Probation provides warning to the student of the potential for suspension or dismissal.

Grade Appeals

Reasons for Grade Appeal

A student may appeal a grade only when the student can document that one or a combination of the following has occurred:

  1. The instructor erred in calculating points or acknowledging timely submission of assignments.
  2. The instructor did not apply grading standards equitably; for example, there is evidence of bias due to race, age, sex, religion or national origin.
  3. The instructor did not assign grades consistently with the standards and procedures for evaluation announced at the beginning of the course in the course syllabus. The instructor may amend or supplement the standards and procedures during the course by providing written or oral notice to the entire class.
Grade Appeal Procedure

To receive consideration, grade appeals must be submitted to the course instructor within 10 business days of the last date for posting final grades, as noted in the academic calendar. The academic calendar is available at https://students.asu.edu/academic-calendar.

Step One: Informal Meeting with Instructor --- This step is mandatory and applies to an appeal of course grades only.

  1. The student must contact the instructor of the course and submit the attached grade appeal. The student must provide to the instructor any additional relevant documentation to support the appeal and reasons for disputing the grade. The narrative accompanying the grade appeal form may not exceed five double-spaced pages.
  2. The student must meet with the instructor either face to face or (in the case of online classes only) virtually. If this meeting does not resolve the grievance, the student may move to step two and submit the grade appeal form to the appropriate contact in the Office of Student Services.

If the required meeting with the instructor has not taken place, the appeal will be accepted only if the student supplies evidence that the student contacted the instructor and either received no reply within five business days or was unable to schedule a meeting within 10 business days of the date of contact.

Step Two: Submit Grievance to Office of Student Services --- If the grievance is not resolved in step one, the student should contact the executive director of academic services at 480-965-5555.

Step Three: Division Director Reviews Grade Appeal --- The executive director of student services will review the grade appeal and may request additional information if needed. The grade appeal will be forwarded to the division director for review.

  • Undergraduate programs and graduate certification program appeals will be sent to the division director.

The division director will review all information and will notify the student of the outcome.

Step Four: Appeal Decision to the Dean

  • Per university policy, the student may appeal the division director’s decision to the dean, whose decision is final. The students must appeal within five business days of receiving the letter from the division director. The letter will contain information regarding how the appeal should be submitted.
  • Only the issue appealed to the division director may be appealed; no new issues or complaints may be added.
  • The dean or designee has full discretion as to whether to refer the appeal to the Student Issues Committee (also known as the college Academic Grievance Committee). Students should see https://catalog.asu.edu/appeal for university policies on grade appeals.
  • The student will be notified by mail of the outcome. The decision of the Student Issues Committee (dean’s designee) is final.

It is university policy that students filing grievances and those who are witnesses are protected from retaliation. Students who believe they are victims of retaliation should immediately contact the dean of the college in which the course is offered.

More information on university grading policies is at https://catalog.asu.edu/appeal.

During the time of the appeal, a student may register for courses; however, if the appeal is denied and the student is withdrawn, university policies on tuition refunds will be applied. Any concerns about tuition charges should be addressed to the registrar’s office.

Advising

The Office of Student Services is dedicated to providing students with the very best academic support and guidance in every phase of a student's academic program. Academic program advisors provide students with assistance in selecting classes and in fulfilling program requirements. Each ASU campus has dedicated academic advisors knowledgeable about all Teachers College programs. Students should see https://education.asu.edu/student-life/student-services-undergraduate or https://sites.google.com/a/asu.edu/tc-graduate-student-resources/introduction/student-success-staff for advising locations and contact information. Students are encouraged to meet with their advisors every semester.

Credit/Registration

Students are limited to a maximum of 18 credit hours per term. Enrollment in additional credit hours requires college academic advisor approval.

Audit

Teachers College students are permitted to audit any course that is not part of the iTeachAZ curriculum. Additional university fees are assigned to courses when the audit option is chosen.

Course Prerequisites

Enrollment in upper-division iTeachAZ course work requires approval from Teachers College. Students should review current course descriptions for course prerequisites.

Incomplete Grades

Incomplete grades will only be issued if a student is in good standing in the course and experiences an extenuating situation just prior to the end of the term. Courses not leading to Arizona teacher certification must be completed one calendar year from the initial grade assignment. Students enrolled in the professional program must complete courses for which they received “I” (incomplete) grades before the start of student teaching.

Grade Appeals

The undergraduate grade appeal policy is available from academic advisors in the Office of Student Services or at https://education.asu.edu/student-forms-policies. Students attempting to appeal grades must first discuss the reasons with the course instructors. Appeals must be filed by the deadline stated in the policy.

Pass/Fail

A “Y” (satisfactory) grade is assigned to a passed course and an “E” grade is assigned to a failed course. Only the “E” grade is computed in the ASU cumulative GPA.

Transfer

Students may transfer a maximum of 64 credits from two-year institutions. There is no limit to the number of credits transferred from four-year institutions. Students interested in substituting previous teacher preparation courses for current professional program Teachers College courses must submit the petition for adjustment of requirements to the Office of Student Services at their chosen campuses.

Any transfer student who is interested in starting iTeachAZ must submit an online form; have a 2.50 cumulative GPA; have completed 60 credit hours; and, fulfill specific course requirements as outlined by each education major. Students who complete the Associate of Arts in elementary education, Transfer Admission Guarantee and Maricopa-ASU Pathways Program will meet the requirements for progression into the professional program.

Withdrawal

Students should review the Mary Lou Fulton Teachers College undergraduate withdrawal policy at https://education.asu.edu/student-forms-policies and the current university withdrawal procedures at https://students.asu.edu/drop-add. It is each student’s responsibility to withdraw from courses. Students are not automatically withdrawn for nonattendance.

Degree Requirements

Students who begin at ASU as freshmen follow the major maps for their chosen programs. The major map is an outline that students follow each term for enrollment. Students who have attended only ASU have their progress reviewed at the completion of each term to ensure that they are on track for graduation. Transfer students must attend an advising session in which they will learn the degree requirements as well as minimum eligibility requirements for degree completion. Students must fulfill clinical experience, student teaching or service learning requirements as part of degree completion. Mary Lou Fulton Teachers College is committed to providing support and resources for students needing academic or professional growth assistance.

To be in good standing in Mary Lou Fulton Teachers College, students must maintain an overall cumulative GPA of 2.00 or greater (2.50 GPA for teacher certification students in junior and senior years) and earn a “C” grade (2.00) in all education courses. Students are evaluated in accordance with the Mary Lou Fulton Teachers College retention and continuation policy. Students in the program are formally reviewed regarding their academic progress to determine retention and continuation status. Students with records that contain indicators of professional or academic concerns will be placed on probation, suspension or permanently removed from their programs.

Students who exhibit unprofessional behaviors or attributes are required to meet with a Mary Lou Fulton Teachers College administrator to develop a professional improvement plan, which outlines the expectations for continuing in the program. Such students are placed on probation or suspension and are subject to the disqualification policy of Mary Lou Fulton Teachers College. Students should refer to the retention and continuation policy for additional information: https://education.asu.edu/student-forms-policies.

Concurrent Degrees

The primary degree is the one that shows at the top of a student's transcript. A concurrent degree is an additional degree a student pursues.

Requirements for students who wish to pursue a concurrent degree:

  • Students must be in good academic standing, maintaining a minimum cumulative GPA of 2.50 or greater. (Exception: Students enrolled in the Educational Studies degree program must maintain a minimum cumulative GPA of 2.00.)
  • Students must inform their Teachers College advisor of each degree being pursued as a concurrent degree. This information is important to the department's record-keeping and it may affect recommended courses.
  • Students studying secondary education may not pursue a concurrent degree in the same area as their content area.
  • If one of the degrees is offered through another college, the student must contact that college and complete its required procedures for requesting and pursuing concurrent degrees.

Reinstatement/Readmission

Applications for reinstatement and readmission are reviewed by the director of undergraduate student services on a case-by-case basis.

Other Special Requirements

Student Teaching Requirements

The following policies apply to students enrolled in initial teacher certification or administrator certification programs.

Academic Requirements

To be eligible to progress into student teaching, a student must be in good academic standing with the Teachers College and all outstanding courses. Students who have academic deficiencies as outlined above are not approved for student teaching until the deficiencies are completed. For undergraduates, this includes requirements for general studies, foundational courses, and electives in the major and minor. For graduate students, this includes all requirements that appear on the program and plan of study.

If students wish to take a course concurrently with student teaching in addition to the courses required during student teaching, they must submit a petition for review by the advising coordinator. The course must be offered in the evening or online and not conflict with contracted hours for student teaching.

Essential Functions of Student Teaching or Administrator Internship

As a credentialing institution of the State of Arizona, our mission is to prepare teachers for service in PreK-12 school settings. Teachers College students are required to complete multiple clinical experiences (internships and student teaching) in which they must be able to perform the essential functions of teaching. The essential functions required by Teachers College are in the areas of physical capacity, cognitive flexibility and communication. The ability to perform these essential functions is a requirement for successful completion of the teacher preparation program.

Teaching is a demanding profession that requires a great deal of physical, mental and emotional stamina and in which the safety and well-being of children and youth is paramount. Interns and student teachers spend the majority of their days standing while interacting with PreK-12 students in the classroom and other areas of the school grounds. Walking students from one classroom to another and maneuvering through tight spaces between desks or other classroom furniture is commonplace. In early childhood and elementary settings, walking and moving quickly along uneven surfaces on the playground is necessary. Working with PreK-12 students also entails kneeling or squatting, stooping and bending from the waist at 50- to 70-degree angles frequently throughout the day. Reaching at, below or above shoulder height to write on chalkboards or white boards and using technology and audio visual equipment requires significant manual dexterity. Occasionally, interns and student teachers will be required to lift or move items weighing up to 30 pounds. These physical requirements allow the effective teacher candidate to engage students in activities and materials that challenge and sustain the attention of students while carrying out instructional plans.

The cognitive demands of internships and student teaching require that teacher candidates master relevant content in all subjects taught in the assigned classroom, use personal modeling to demonstrate performance expectations with precise and correct command of the English language, provide oral and written feedback that is academically focused, frequent and of high quality, and use content-specific instructional strategies that enhance students' knowledge of content. Student teachers must also be able to provide differentiated instruction to ensure that all children have the opportunity to master what is being taught. In addition, student teachers must maintain emotional control under stress and establish rules for learning and behavior both inside the classroom and on all other areas of the school grounds by monitoring for student safety and behavior. Student teachers are evaluated using the TAP rubric across these essential functions of student teaching. The TAP rubric can be accessed in the Clinical Experiences Handbook provided at orientation.

The physical, cognitive and communicative demands described here are representative of those that must be met by interns and student teachers, to successfully perform the essential functions of their assigned clinical experiences. Reasonable accommodations may be made to enable qualified individuals with disabilities to perform these essential functions.

Definitions

Institutional recommendation (IR): All Teachers College certification programs are approved by the State of Arizona Department of Education to issue institutional recommendations to students who have fulfilled the state’s requirements for certification. The IR allows for expedited issuance of the teaching or administrative certificate.

Student Support

A. Pregnancy Leave Policy

In accordance with Title IX, students requiring leave are entitled to leave for as long as it is deemed medically necessary by their physician. For absences fewer than two weeks for session C courses or one week of leave for session A/B or summer courses, students should be able to make up the missed work without affecting field placement. Longer leaves are accommodated; however, students are still required to complete all assignments and other requirements that accumulate during their leave prior to the last day of classes. Students who are unable to make up requirements prior to the end of the semester receive a grade of Incomplete or have the option of applying for a medical withdrawal without loss of any tuition paid that semester. During the leave, absences will be excused and will not negatively impact final grades. Students who need to request leave should submit their medical documentation to the senior director of student services in the Mary Lou Fulton Teachers College.

B. Accommodations

Mary Lou Fulton Teachers College is committed to student success and ensures an inclusive learning environment for all students. Students with disabilities or disabling health conditions who need accommodations are required to document their condition with the Disability Resource Center. The Mary Lou Fulton Teachers College encourages admitted students with disabilities or disabling health conditions who believe they may need an accommodation to register with the DRC prior to enrolling in the program. That way, all reasonable accommodations can be in place at the beginning of the program. Students who are registered with DRC will be key participants in establishing reasonable and appropriate accommodations with course instructors.

Additional Requirements for Teacher Certification Candidates

Milestones

As outlined on major maps, students are required to meet milestones for successful progression into iTeachAZ. These milestones include obtaining a DPS fingerprint clearance card, submitting an iTeachAZ intent to progress form with an academic advisor, and attending an enrollment workshop. Details can be found at https://education.asu.edu/student-forms-policies.

Fingerprint Clearance Card

Per Arizona state statute A.R.S. § 15-106, all teachers and persons who are required to be fingerprinted to work in the classroom are required to have an identity-verified fingerprint clearance card. All students enrolling in programs leading to certification must participate in clinical experiences and student or apprentice teaching. Students participating in clinical experience must have proof of a fingerprint clearance card on file in the Office of Clinical Experiences before clinical placement hours begin.

Intent to Progress

All students who start at ASU as first-time freshmen must submit their intent to progress forms to the Office of Student Services during term three, before beginning the iTeachAZ program in term five. The intent to progress form is located at https://education.asu.edu/student-forms-policies.

Graduate Policies

The college offers master's degree and doctoral programs as well as graduate certificates. Some programs also allow students to obtain state or professional certification.

After admission to a degree program, specific advice related to degree requirements and activities is provided by academic advisors in the Office of Student Services. Once admitted, all graduate students are required to submit a plan of study. The plan of study functions as a contract between the student, the academic unit and the Graduate College. The interactive plan of study contains certain degree requirements such as coursework, a committee and a culminating experience. Students are to call 602-543-6358 and ask for the academic advisor for a specific campus or program.

Academic Standing

SATISFACTORY ACADEMIC PROGRESS AND PROFESSIONAL CONDUCT POLICY

In order to remain in good standing in the Mary Lou Fulton Teachers College, students must maintain satisfactory academic progress consisting of both academic performance and adherence to the Teachers College Professional Responsibilities Standards. This document sets forth the standards and expectations for satisfactory academic progress and good standing and explains the consequences of failure to meet these standards.

In addition to the policies stated herein, students are expected to abide by applicable university and Arizona Board of Regents policies, including the Student Code of Conduct (https://eoss.asu.edu/dos/srr/codeofconduct), the ASU Student Academic Integrity Policy (https://provost.asu.edu/academic-integrity), Graduate Policies and Procedures as well as all policies, procedures, rules, regulations and requirements established by the local education agency, school district or school in which they are engaged in clinical experience or student teaching (for certification students). Failure to do so may lead to consequences that include dismissal from the program and expulsion from the university. Graduate students should also refer to the Graduate College website (https://graduate.asu.edu) for further information about the Graduate College policies.

Section I: Academic Performance Requirements

A. Satisfactory Academic Progress

Advisors conduct ongoing reviews of students’ academic and professional performances in order to determine retention and continuation status. Students with records containing indicators of professional or academic concerns may be placed on academic probation or academic suspension or may be dismissed (permanently removed) from their programs or the college (graduate students refer to the Graduate College policies).

To meet satisfactory academic requirements, all graduate students must:

  • Maintain at minimum a 3.00 GPA every semester on the following:
    • Interactive Plan of Study GPA: The iPOS GPA is calculated on all courses that appear on the student’s approved iPOS.
    • Overall Graduate GPA: The overall graduate GPA is calculated on all courses numbered 500 or greater that appear on the transcript, except courses that counted toward an undergraduate degree at ASU (unless shared with a master’s degree in an approved bachelor’s degree or master’s degree program) and courses identified as deficiencies in the original letter of admission.
    • Cumulative GPA: The cumulative GPA represents all courses completed at ASU.
  • Achieve a "C" grade or better in all courses listed on the plan of study, including secondary education content area courses. Earning a grade of “W” or “I” in more than one course may be considered a lack of academic progress. Doctoral students carrying more than three credits of "I" grades will be considered to not be making satisfactory academic progress.
  • Pass all required clinical experiences, including internships, apprentice teaching and student teaching, with a grade of “C” or “Y” or better.
  • Maintain good standing as outlined in the professional responsibilities standards section. Students who violate professional responsibilities may be placed on academic probation or suspension or may be recommended for dismissal.

Definitions

Academic probation: This is the status assigned to a student who has failed to maintain satisfactory academic progress, also referred to as not in good academic standing. A student placed on academic probation is informed of the areas in which program standards are not being met and the actions the student must take to be removed from academic probation and restored to good standing. A student failing to meet the conditions for reinstatement to good standing may be recommended to the Graduate College for dismissal from the program.

A student placed on academic probation is permitted to progress into the next term (unless the next term includes student teaching, an applied project, or a culminating experience) while addressing the deficiency. A student who is on academic probation in which the next term requires student teaching need to meet with his or her advisor to discuss options for the semester.

Deficiency: This term describes a required course or another program criterion, such as coursework or GPA, which has not been met or was not successfully completed.

Dismissal: Administrative removal from the clinical experience, from student teaching or the iTeachAZ courses, from the degree program or from the college is referred to as dismissal.

Professional Improvement Plan: A professional improvement plan is a tool designed to support students who may be at risk of not progressing in their academic plan. The PIP outlines specific action steps a student must complete in order to maintain or return to good standing within their major or academic plan. There are three reasons for making a PIP referral:

  • poor academic standing (i.e., ongoing academic deficiencies across coursework)
  • issues regarding professionalism (classes or clinical experience)
  • academic integrity violation (plagiarism, cheating, etc.)

Any ASU representative or district partner may refer a student for a PIP. Students who are referred for a PIP will meet with the assistant division director and director of student services to develop a plan for success in the program.

A student is prevented from further enrollment in any initial teacher or administrator program for any of the following reasons:

  • expulsion from Arizona State University
  • failure to meet the professional responsibilities outlined in the Mary Lou Fulton Teachers College Professional Responsibilities Standards and the ASU Student Code of Conduct
  • failure to resolve academic deficiencies
  • noncompliance with a professional improvement plan
  • failure to meet ASU Graduate College policies
B. Unsatisfactory Academic Progress Consequences

GPA and Grade Deficiencies

Academic probation may be imposed if a student has one of the deficiencies listed below. A student placed on probation will be permitted to progress into the next term (unless the next term includes student teaching, an applied project or culminating experience) while addressing the deficiency. A student who is placed on probation in which the next term requires student teaching needs to meet with their advisor to discuss options for the semester. A graduate student with a single semester GPA at or less than 2.00 may be recommended for dismissal without the benefit of a semester of probation.

Students should carefully review the Graduate College policies (found at https://graduate.asu.edu/policies-procedures), as the Graduate College policies are required of all graduate students at ASU. Students should pay special attention to the policies regarding GPA, the time limit for degree completion, and continuous enrollment.

Deficiencies for graduate students:

  1. interactive Plan of Study (iPOS) GPA less than 3.00
  2. overall graduate GPA less than 3.00
  3. cumulative GPA less than 3.00
  4. a grade below a “C” in any required course*
  5. a grade of “I” or “W” in a required course, or carrying more than three credits of "I" for students in doctoral programs

*Students must repeat a course with a grade below a “C” the following semester it is offered and earn a “C” grade or better. Failure to achieve a “C” or better on the second attempt may result in a recommendation for dismissal from the program.

Students will not be approved for student teaching if they are on academic probation or suspension. Once a student returns to good standing, the student can be approved to student teach.

Graduate students who are placed on academic probation may not be permitted to complete culminating experiences applied project, etc.) until she or he returns to good standing. Doctoral students must be in good academic standing to complete comprehensive exams or to schedule oral defenses.

Accelerated Programs (4+1 Programs)

Students in 4+1 accelerated programs are considered undergraduate students until all undergraduate requirements have been met. Undergraduate students enrolled in the accelerated program are eligible to enroll in graduate level courses and seminars. However, they will not be eligible for most graduate prerequisites including teaching and research assistantships and related health insurance, financial aid, or graduate award programs until the undergraduate degree is completed.

Students are reviewed on an ongoing basis to ensure academic progress in both bachelor's and master's degree program requirements.

  • Undergraduate students in an accelerated bachelor's/master’s degree program prior to the awarding of their undergraduate degree must complete all of their bachelor’s degree requirements and graduate with their undergraduate degree within 12 months of the first day of the semester for which they were admitted to the accelerated program.
  • Undergraduate students must maintain a cumulative GPA of 3.00 from the time they have applied to the program (at 75 credit hours completed in the undergraduate degree) to the time the student begins taking graduate courses (at 90 credits completed in the undergraduate degree). A student must continue to maintain a 3.00 in all coursework. If an undergraduate student’s cumulative GPA becomes less than a 3.00 between the time they are admitted to the accelerated program and the time they begin their coursework, their admission to the accelerated program may be revoked.
  • If the student's cumulative, graduate and iPOS GPAs drop below the 3.00 GPA requirement once they have started the master's portion of the accelerated program, the student will fall under the academic standing policy for graduate students. The student will still be allowed to complete their undergraduate degree but will no longer be able to complete the graduate degree as part of the accelerated program.

Deficiencies for students in accelerated programs:

  1. interactive plan of study (iPOS) GPA less than 3.00
  2. overall graduate GPA less than 3.00
  3. cumulative GPA less than 3.00
  4. earning a grade below a “C” in any required course*
  5. earning a grade of “I” or “W” in a required course
  6. failure to complete the undergraduate degree within 12 months of the first day of the semester for which the student was admitted to the accelerated program

*Students must repeat a course with a grade below a “C” the following semester it is offered and earn a “C” grade or better. Failure to achieve a “C” or better on the second attempt may result in a recommendation for dismissal from the program.

Clinical Experience Deficiencies:

The following policies apply to students enrolled in initial teacher certification or administrator certification programs.

  1. A student who fails a clinical experience or internship course may be allowed to retake the clinical experience or internship one time if the reasons for failure are judged to be remediable. If a student is permitted to retake the clinical experience or internship and fails to pass the second time, the student will be recommended to the Graduate College for dismissal from the program.
  2. In some cases, clinical experience or internship issues may be nonremediable. These may include actions that cause the sponsoring school district or other organization to suspend or dismiss an intern or teacher or administrator candidate or to demand that the student teacher or intern be removed from the clinical placement or internship due to violations of the Professional Responsibilities Standards, a professional code of conduct, district policy, or state or federal law, or engages in other inappropriate behavior. The division will determine, based on information from the supervisor, the mentor teacher, the school district, other sponsoring organization, and the student, whether the student actions warrant immediate dismissal from the program without the benefit of a period of academic probation or another attempt to pass the clinical experience or internship.
  3. An InMAC student whose clinical placement is terminated by the school district due to reasons unrelated to performance, such as reductions in force, will not be recommended for academic probation or involuntary withdrawal on that basis alone. However, if the student does not secure another full-time teaching position, he or she must complete the degree and certification requirements by transferring to a MAC track and successfully completing the requirements of that program. This means the student may not continue to take classes with an InMAC cohort.

Students who fail a clinical experience are required to meet with the division director or designee and director of student services to determine if they are able to retake the clinical experience. Students should refer to grade appeal process for more information.

C. Reinstatement to Good Academic Standing

To be restored to good academic standing:

  1. A student must maintain or improve grades to meet the academic performance requirements.
  2. An initial teacher, administrator candidate or graduate student in a non-certification program must meet the expectations of any professional improvement plan related to satisfactory academic progress or professionalism while in the program.

SPECIAL NOTE: A student on probation for lack of satisfactory progress in one area (e.g., academic progress or professional responsibilities) who subsequently fails to maintain good standing in the other area is recommended for dismissal. Return to good standing requires satisfactory progress in both areas during the time on probation. Sequential semesters of probation for repeated failures to maintain satisfactory progress are not considered.

Section II: Professional Responsibilities (Conduct)

A. Satisfactory Progress

Professional work is marked by a particular responsibility to the clients served. Educators are trusted with significant power and authority over students and must demonstrate that they adhere to the standards of the profession. Therefore, in addition to academic progress requirements, students are evaluated with regard to Professional Responsibilities Standards as described in this document.

The Mary Lou Fulton Teachers College Professional Responsibilities Standards show the required expectations for all students.

  • All initial teacher or administrator students are expected to meet the professionalism standards in Sections A, B, C, and D at the “applying” level, as a minimum, throughout their course of study.
  • Students in non-certification programs are expected to exhibit professional conduct by meeting all standards in Sections A and B at the “emerging” level, as a minimum, throughout their course of study. Showing professionalism and growing and developing professionally are expected in all clinical experiences; in PreK-12 school-related settings; and in university settings, including in interactions with university faculty and staff.
B. Unsatisfactory Progress - Professional Responsibilities

Students will be informed of an allegation of a violation of or lack of compliance with the Professional Responsibilities Standards and will have an opportunity to respond. As a general rule, the college seeks to assist students to become professionals by working with the students to develop and improve professional conduct. Students accused of violating or not complying with the Professional Responsibilities Standards will attend a meeting with the division director or designee and the director of student services or those otherwise appointed to discuss allegations, and they will be informed of their status in the program after the meeting. Possible sanctions include academic probation, suspension, disqualification or dismissal from the initial teacher, administrator or graduate program.

All other university policies regarding student conduct are in addition to these requirements, and infractions of the ASU Student Code of Conduct may result in additional investigations and consequences through university procedures.

Notices of Concern

Students who receive a Notice of Concern (NOC) due to unsatisfactory academic or professional conduct may require a meeting with the Director of Student Services, the Division Director, or a designee. Failure to comply with requests related to NOCs may result in probation due to unsatisfactory progress.

C. Dismissal from Clinical Experiences (Internship or Student Teaching)

The following policies apply to students enrolled in initial teacher certification or administrator certification programs.

In the event a school district requests that a student be dismissed from an internship or student teaching placement for unprofessional or inappropriate behavior, the intern or teacher candidate will be required to attend a meeting with the division director or designee, the senior director of student services, and other college representatives as determined by the division director to discuss the reasons for request for dismissal from the internship or student teaching placement. If it is determined that the allegations of a violation of unprofessional behavior resulting in the request for dismissal from the school or district are warranted, one or all of the following actions may result. The intern or teacher candidate:

  • will be dismissed from the internship or student teaching placement
  • will receive a failing grade (E) for the internship or student teaching course
  • will not be assigned another internship or student teaching placement during the same semester in which the teacher candidate was assigned a failing grade
  • may not withdraw from the internship or clinical experience course or the student teaching course*
  • must withdraw from all courses that require concurrent enrollment with the internship or student teaching, including any applied project course taken concurrently with student teaching

*If a withdrawal is processed by the Office of the Registrar, the grade will be administratively changed to an (E).

If an intern or teacher candidate wishes to appeal the "E" grade, the candidate can follow the grade appeal process as outlined on the Teachers College website. The first step in the grade appeal process is to meet with the course instructor. Students have 10 business days to appeal a grade.

If a teacher candidate wishes to repeat the internship or student teaching and concurrent course work during the semester following the dismissal, the teacher candidate must show evidence of how they plan to resolve the situation or circumstances which resulted in the removal from the internship or student teaching. The teacher or administrator candidate will be required to meet with the division director or designee and the senior director of student services to develop a professional improvement plan outlining expectations for continued professional growth and academic development.

In the event that the teacher or administrator candidate violates the rules, policies or procedures for conduct established by the school, district, local education agency, ASU, Teachers College, or the law while on a PIP for unprofessional behavior, the teacher or administrator candidate will be dismissed from the initial teacher or administrator program. Teacher or administrator candidates who are dismissed may not petition to continue in their current academic plan but may be eligible to pursue other non-certification degree options within Teachers College (i.e., master’s degree without certification) or within other colleges at ASU.

Students enrolled in the Master of Education and Arizona certification program who are dismissed from a clinical experience or fail a clinical experience and would like to complete the program without obtaining teacher certification (master's degree only) must submit a petition to the assistant division director and senior director of student services for review. Petitions are reviewed on a case-by-case basis and not all students are approved to enroll or continue to be enrolled in MAC course work. Students approved to remain in the MAC noncertification option are required to adhere to the same professionalism standards as students enrolled in certification programs. Failure to adhere to these standards results in dismissal from the Teachers College.

Special Situations for MAC and InMAC Students:

Intern Certificate (InMAC only):

Students in the InMAC program are in multiple interdependent roles:

  • employees of a school or school district
  • holders of a teaching intern certificate from the Arizona Department of Education
  • graduate students at Arizona State University

The teaching position requires that the student holds the intern certificate. The intern certificate requires that the college certifies to the State of Arizona Department of Education that the student is enrolled in a teacher preparation program and is in good academic standing. At the completion of the first year, the intern certificate renewal requires a letter from the college certifying that the student has met the requirements set forth by the ADE. InMAC students who are on academic probation at the end of the first year will be evaluated on a case-by-case basis to determine if a renewal or extension letter can be issued. At the completion of the second year, only students in good academic standing are eligible for an institutional recommendation (IR) to obtain a provisional teaching certificate.

An InMAC student who is ineligible to renew his or her intern certificate is no longer eligible to continue in the alternative pathway to teacher certification program. The student may be allowed to complete the degree and certification requirements by enrolling in the MAC track of the program. More information is available from the Office of Student Services.

Note: Due to the intensity of program coursework and apprentice teaching, students participating in InMAC are not permitted to enroll in courses outside of the prescribed plan of study. Students who are enrolled in courses outside of the InMAC program are not able to participate in InMAC and are administratively withdrawn from program courses.

Completion of Student Teaching and Applied Project (MAC and InMAC)

As a part of a MAC or InMAC student’s degree requirements, all students must complete an applied project course (Secondary: SED 593, Special Education: SPE 593, Elementary Education: EED 593). The purpose of the applied project is to act as a culmination of student work throughout the program and to enhance the student teaching experience. As a part of this course, students begin by formulating a topic that they will be researching with a group of students throughout the entire semester, typically those in their student teaching placement (second internship for SPE MAC) and with their placement school’s permission. A grade of a "B" or better is required to pass the course and graduate from the master’s program.

In those cases in which a student enrolled in an applied project course must leave their placement, they will be required to also withdraw from the applied project course. This is necessary as students will no longer have preapproved access to the students needed to complete the necessary research for the project. Students dropping both courses will still need to maintain the ASU Graduate College policy of continuous enrollment, either by completing at least one credit of graduate-level coursework or with an approved medical/compassionate withdrawal for the semester.

Applied Project Retake: Students approved for a new student teaching experience retake the applied project concurrently with the new placement.

For students who successfully complete their student teaching placement, but do not pass the applied project ("B" or better) or if students must complete the program without certification, they are required to complete the next available corresponding applied project course. Students must have access to a group of children in the relevant age group (preapproved by any organization they might belong to) which they must locate themselves. Students must also contact the instructor of the applied project course before the end of the first week of class to discuss their situation, including that they will not be completing their project in an ASU placement.

APPEAL PROCESS

Academic Probation

There is no appeal from the action of being placed on probation. Probation provides warning to the student of the potential for suspension or dismissal.

Grade Appeals

Reasons for Grade Appeal

A student may appeal a grade only when the student can document that one or a combination of the following has occurred:

  1. The instructor erred in calculating points or acknowledging timely submission of assignments.
  2. The instructor did not apply grading standards equitably; for example, there is evidence of bias due to race, age, sex, religion or national origin).
  3. The instructor did not assign grades consistently with the standards and procedures for evaluation announced at the beginning of the course in the course syllabus. The instructor may amend or supplement the standards and procedures during the course by providing written or oral notice to the entire class.
Grade Appeal Procedure

To receive consideration, grade appeals must be submitted to the course instructor within 10 business days of the last date for posting final grades, as noted in the academic calendar. The academic calendar is available at https://students.asu.edu/academic-calendar.

Step One: Informal meeting with the instructor --- This step is mandatory and applies to appeal of course grades only.

  1. The student must contact the instructor of the course and submit the attached grade appeal. The student must provide to the instructor any additional relevant documentation to support the appeal and reasons for disputing the grade. The narrative accompanying the grade appeal form may not exceed five double-spaced pages.
  2. The student must meet with the instructor either face to face or (in the case of online classes only) virtually. If this meeting does not resolve the grievance, the student may move to step two and submit the grade appeal form to the appropriate contact in the Office of Student Services.

If the required meeting with the instructor has not taken place, the appeal will be accepted only if the student supplies evidence that the student contacted the instructor and either received no reply within five business days or was unable to schedule a meeting within 10 business days of the date of contact.

Step Two: Submit Grievance to Office of Student Services --- If the grievance is not resolved in step one, the student may forward the grade appeal to the executive director of academic services.

Step Three: Division Director Reviews Grade Appeal --- The director of student services will review the grade appeal and may request additional information if needed. The grade appeal will be forwarded to the division director for review.

  • Graduate certification program appeals will be sent to the division director of Teacher Preparation.
  • Non-teacher certification graduate appeals will be sent to the division director of Educational Leadership and Innovation.

The division director will review all information and will notify the student of the outcome.

Step Four: Appeal Decision to the Dean

  • Per university policy, the student may appeal the division director’s decision to the dean, whose decision is final. The students must appeal within five business days of receiving the letter from the division director. The letter will contain information regarding how the appeal should be submitted.
  • Only the issue appealed to the division director may be appealed; no new issues or complaints may be added.
  • The dean or designee has full discretion as to whether to refer the appeal to the Student Issues Committee (also known as the college Academic Grievance Committee). Students should see https://catalog.asu.edu/appeal for university policies on grade appeals.
  • The student will be notified by mail of the outcome. The decision of the Student Issues Committee (dean’s designee) is final.

It is university policy that students filing grievances and those who are witnesses be protected from retaliation. Students who believe they are victims of retaliation should immediately contact the dean of the college in which the course is offered.

For more information on university grading policies, students should see https://catalog.asu.edu/appeal. During the time of the appeal, a student may register for courses; however, if the appeal is denied and the student is withdrawn, university policies on tuition refunds will be applied. Any concerns about tuition charges should be addressed to the registrar’s office.

Appealing a Recommendation for Dismissal from Program

The ASU Graduate College admits students to graduate study at Arizona State University. Students who fail to make satisfactory academic progress may be involuntarily withdrawn (dismissed) from their academic programs by the ASU Graduate College upon the recommendation of the college. The student has the right to appeal a recommendation for dismissal.

Steps in appeal process:

  1. The student will receive notice that a recommendation for dismissal from the program is being made to the ASU Graduate College.
  2. Within 10 business days of receiving the notice, the student may appeal in writing to the Mary Lou Fulton Teachers College Student Issues Committee (dean’s designee). Petition for review forms are available in the Mary Lou Fulton Teachers College Office of Student Services on each campus and online at http://mytc.asu.edu. Failure to file the form within 10 business days of the date of notification will result in an automatic denial of the appeal.

Other Graduate Policies

Continuous Enrollment and Re-entry for Graduate Programs

Once admitted to a graduate program, the student must be enrolled continuously, excluding summer sessions, until all requirements for the degree have been fulfilled. If a plan of study must be interrupted for one semester, the student may apply to the Graduate College for a leave of absence not to exceed one semester. An application for leave status, endorsed by the division director or designee, must be approved by the Graduate College; for a doctoral student, the leave must also be endorsed by the members of the student's supervisory committee. This request must be filed and approved prior to the semester of anticipated absence. A student on leave is not required to pay fees and is not permitted to place any demands on university faculty or use any university facilities. Students may be continuously enrolled by registering for one credit hour of continuing registration; students should contact an academic advisor for more details. A student who interrupts a program without obtaining an approved leave of absence may be removed from the degree program by the Graduate College.

Concurrent Degrees

The primary degree is the one that shows at the top of a student's transcript. A concurrent degree is an additional degree a student pursues.

For concurrent master’s degrees, concurrent master’s and doctoral degrees and concurrent doctoral degrees, students must follow the Graduate College policies at https://graduate.asu.edu/policies-procedures.

Graduation Requirement

A candidate for a graduate degree must satisfactorily complete the culminating experience requirements required by the program. Information is available for each program from the Office of Student Services.

Master's Degree Programs

In addition to the Graduate College policy and procedures that govern graduate programs at ASU and which are provided elsewhere in this catalog, the policies specific to each master’s degree program are provided to students at the time of enrollment in the program. Students are limited to 15 credit hours per semester. Online students are limited to nine credit hours per semester. Exceptions must be approved by the division director. Students who enroll in additional hours may be administratively withdrawn.

Each student in the induction, Master of Education and Arizona certification program must hold an Arizona intern teaching certificate and be employed. If either the employment or certificate status changes, the student will need to apply to be placed in the Master of Education and Arizona certification program. A MAC student who becomes employed on an intern certificate is evaluated by the division director or designee and placed in the appropriate classes to complete the degree. In either case, extra time may be required to complete the degree program.

Doctoral Degree Programs

In addition to the Graduate College policies and procedures that govern doctoral programs at ASU and which are provided elsewhere in this catalog, the satisfactory academic progress and professional conduct policies apply. Additional information specific to a degree program may be provided when students first register for the program.

PhD and EdD Satisfactory Academic Progress and Professional Conduct Policy

Students in doctoral programs may be placed on academic probation for reasons stated in the Satisfactory Academic Progress and Professional Conduct Policy. These include but are not limited to:

  • failure to meet the academic requirements of the Graduate College, to have a GPA of 3.00 (on a 4.00 scale) or to meet the academic requirements of the particular program as stated in the program handbook
  • unsatisfactory progress as noted on annual review form by mentor or failure to meet for annual review
  • failure to meet the standards of professional conduct or violations of the student conduct code which may result in academic probation, or, for egregious violations, immediate recommendation to the Graduate College for dismissal

In addition to minimum academic requirements and conduct requirements, a student must maintain progress to degree completion. A student can be recommended to the Graduate College for dismissal for failure to meet the Graduate College policies at https://graduate.asu.edu.

Students must fulfill all requirements of their individual graduate programs to remain in good academic standing and abide by all university policies.

Student Support Process

The Notice of Concern is a referral process designed to support all graduate students who may be at risk of not progressing in the academic plan for their major and who may need additional support from the college.

The following outlines the steps taken in the referral process.

  1. The instructor, site coordinator or other university representative discusses concerns with the student and informs the student that a Notice of Concern will be submitted to college leadership. Depending on the nature of the referral, the student may be required to attend a meeting with college leadership to offer additional support.
  2. If the referral is made for a violation of the academic or professional code of conduct or unprofessionalism, the student will be required to attend a mandatory meeting to discuss the alleged violations. This meeting provides the student with an opportunity to share their side of the situation. At the meeting, a professional improvement plan agreement is developed with input from the student and college administration. Students on a PIP are placed in probationary status in the college until requirements of the PIP are met. Some violations of professionalism or academic integrity may result in immediate dismissal from the program or placement.
  3. If the referral is not for a violation of academic or professional conduct, a student support consultation meeting is conducted. This meeting provides students with resources and additional university-wide support. At the meeting, student needs are identified and a plan for success is created along with follow-up recommendations.
  4. Students are required to attend a follow-up meeting to discuss their status in meeting requirements outlined in their plan. Failure to attend a required meeting or to fulfill expectations outlined in the PIP agreement may result in dismissal from the program.

Additional Requirements

Per Arizona state statute A.R.S. § 15-106, all teachers and persons who are required to be fingerprinted to work in the classroom are required to have an identity-verified fingerprint clearance card. All students enrolling in programs leading to certification must participate in clinical experiences and student or apprentice teaching. Students participating in clinical experiences must have proof of a fingerprint clearance card on file in the Office of Clinical Experiences before field placement hours begin.

Definition of Terms

Academic probation: The status assigned to a student who has failed to maintain satisfactory academic progress, also referred to as “not in good academic standing.” A student placed on academic probation is informed of the areas in which program standards are not being met and the actions the student must take to be removed from academic probation and restored to good standing. A student failing to meet the conditions for reinstatement to good standing may be recommended for dismissal from the program.

A student placed on academic probation will be permitted to progress into the next term (unless the next term includes student teaching) while addressing the deficiency. Students who are placed on academic probation in which the next term requires student teaching will need to meet with his or her advisor to discuss options for the semester.

Academic suspension: An undergraduate student placed on academic suspension may not progress into the next term until all deficiencies have been resolved. Students are required to complete their deficiencies within one calendar year. Failure to do so will result in dismissal from the program.

The college: Mary Lou Fulton Teachers College (MLFTC)

Clinical experience: any practicum, internship, apprentice teaching, student teaching or other field-based course taking place off campus in a professional setting such as a school district, charter school, government agency or other educational organization

Cumulative GPA: grade point average of all courses completed at ASU

Deficiency: a required course or another program criterion, such as coursework and GPA criteria, which has not been met or was not successfully completed

Dismissal: administrative removal from the field experience, student teaching and/or iTeachAZ courses program or college

A student is prevented from further enrollment in any initial teacher or administrator program for any of the following reasons:

  • expulsion from Arizona State University
  • failure to meet the professional responsibilities outlined in the Mary Lou Fulton Teachers College Professional Responsibilities Standards and the ASU Student Code of Conduct
  • failure to resolve academic deficiencies
  • noncompliance with a Professional Improvement Plan (PIP)
  • failure to meet ASU Graduate College Policies (for graduate students)

GPA: grade point average

Overall graduate GPA: grade point average calculated on all graduate courses, whether or not they are on the approved program of study (iPOS)

ASU Graduate College: the academic organization within ASU that oversees all graduate study in every college, with the authority to admit and involuntarily withdraw (dismiss) graduate students (The college recommends the actions, but it is the dean of the Graduate College who holds the ultimate authority.)

InMAC: Induction Masters and Arizona Certification program, the college alternative pathway to teacher certification

Institutional recommendation: All Teachers College certification programs are approved by the Arizona Department of Education to issue Institutional Recommendations to students who have fulfilled the state’s requirements for certification. The IR allows for expedited issuance of the teaching or administrative certificate.

iPOS: graduate plan of study, entered and approve electronically and consisting of the courses required for the student to earn the degree

iPOS GPA: grade point average calculated using the courses on the Plan of Study (iPOS)

MAC: Masters and Arizona Certification graduate program

Professional improvement plan: This is a tool designed to support students who may be at risk of not progressing in their major or academic plan. The PIP outlines specific action steps a student must complete in order to maintain or return to good standing within their major or academic plan. There are three reasons for making a PIP referral:

  • poor academic standing (i.e. ongoing academic deficiencies across coursework)
  • issues regarding professionalism (classes or clinical experience)
  • academic integrity violation (plagiarism, cheating, etc.)

Any ASU representative or district partner may refer a student for a PIP. Students who are referred for a PIP meet with the assistant division director and director of student services to develop a plan for success in the iTeachAZ program.

Student Code of Conduct: the ASU code of conduct located at https://eoss.asu.edu/dos/srr/codeofconduct