Mary Lou Fulton Teachers College policies

 

ASU’s Mary Lou Fulton Teachers College creates knowledge, mobilizes people and takes action to improve education. Faculty create knowledge by drawing from a wide range of academic disciplines to gain insight into important questions about the quality of teaching and learning and the performance of education systems. The college mobilizes people through bachelor's, master's and doctoral degree programs; through nondegree professional development programs; and through socially embedded, multilateral community engagement. Mary Lou Fulton Teachers College takes action by bringing people and ideas together to increase the innovation capabilities of individual educators, schools and organizations, districts and communities.

Mary Lou Fulton Teachers College embraces a core value of principled innovation by holding itself accountable to three imperatives:

Economic imperative: To prepare learners for the next economy.

Democratic imperative: To prepare students to become part of an educated citizenry capable of assuming the responsibilities of self-government and of participating in a thriving civil society.

Equity imperative: To deliver equitable and excellent education to all learners.

For more information, students should visit the Mary Lou Fulton Teachers College website.

Academic integrity

No matter the stage of educational or professional career pursuits, acting with integrity is a cornerstone of leadership and good citizenship. Integrity is a character-driven commitment to honesty, acting in accordance with professional ethical behavior, and guiding others to do what is right. Arizona State University students are expected to act with integrity in their educational pursuits.

Violations of academic integrity fall into five broad areas:

1. cheating on an academic evaluation or assignment
2. plagiarizing
3. engaging in academic deceit, such as fabricating data or information
4. aiding others in academic integrity policy violations or inappropriately collaborating
5. falsifying academic records

At ASU, academic integrity is expected of all students in all examinations, papers, projects, academic transactions and records, including student and apprentice teaching reporting. The possible sanctions include appropriate grade penalties, loss of registration privileges, disqualification and dismissal. ASU strictly adheres to the Student Academic Integrity Policy.

The academic integrity officer handles all questions and concerns related to academic integrity violations in the Mary Lou Fulton Teachers College. Both students and faculty can contact the academic integrity officer to report an academic integrity violation or to ask questions related to academic integrity policies and procedures.

Notice of nondiscrimination

ASU prohibits all forms of discrimination, harassment and retaliation. Students should review ASU's policy ACD 401: Prohibition Against Discrimination, Harassment and Retaliation.

Title IX protects individuals from discrimination based on sex in any educational program or activity operated by recipients of federal financial assistance. As required by Title IX, ASU does not discriminate on the basis of sex in the education programs or activities that we operate, including in admission and employment. Inquiries concerning the application of Title IX may be referred to the ASU Title IX coordinator or to the U.S. Department of Education Office for Civil Rights or to both. For more information, students should email titleixcoordinator@asu.edu, call 480-965-0696, or visit the office located at 1120 S. Cady Mall, INTDSB 284. For information on making a report, students should reference the Report It website.

Satisfactory academic progress and professional conduct policy

To remain in good standing in Mary Lou Fulton Teachers College, students must maintain satisfactory academic progress consisting of both standards of academic performance and adherence to the Teachers College Professional Disposition Standards, as described in this policy. 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. This policy applies to both undergraduate students and graduate students in the Mary Lou Fulton Teachers College.

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, the ASU Academic Integrity Policy, ASU Graduate College policies and procedures (for graduate students), as well as all policies, procedures, rules, regulations and requirements established by the local education agency, school district and 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. Graduate students should also refer to the ASU Graduate College website for further information about Graduate College policies.

Section I: MLFTC standards of academic performance

A. Satisfactory academic progress

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

To meet satisfactory academic requirements, all MLFTC students must:

1. Maintain minimum GPA as follows:
   • Undergraduate students in teacher preparation programs must maintain an overall cumulative GPA of 2.25 or higher. Students enrolled in the educational studies program must maintain an overall cumulative GPA of 2.00 or higher.
   • Graduate students must maintain at least a 3.00 on the following three GPAs every semester.
     • Plan of study GPA. The plan of study 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 higher 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/master’s degree program) and courses identified as outstanding in the original letter of admission.
     • Cumulative GPA. The cumulative GPA represents all courses completed at ASU during each graduate career. Students completing one graduate program and beginning another (including certificates) have their cumulative GPA "reset" to begin again.
2. Achieve specific course grades as outlined below:
   • Undergraduate students should refer to their major map, which outlines courses requiring a minimum “C” grade.
   • Master’s degree and graduate certificate students must earn a grade of “B” or higher in culminating experience courses (applied project, thesis, capstone, etc.)
   • Doctoral students carrying more than three credits of “I” grades are considered as not making satisfactory academic progress.
3. Pass all required professional experiences, including traditional and job embedded internships, and student teaching, with a grade of “C” or higher.
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 they may be recommended for dismissal.
5. Graduate students must remain continuously enrolled in their graduate program. Failing to do so without a Graduate College-approved leave of absence is considered lack of academic progress and may result in the Graduate College withdrawing students from the program. See the complete Graduate College leave of absence policy for more details.
   • Students may maintain continuous enrollment through any of the Graduate College approved methods. However, multiple semesters of enrollment in continuing registration (595, 695, 795) may be considered lack of academic progress.
6. Doctoral students must pass comprehensive exams by the end of the sixth academic-year semester of enrollment; pass a proposal defense by the end of the seventh academic-year semester of enrollment; and pass a dissertation final defense by the end of the 11th academic-year semester of enrollment.
7. All graduate students must satisfy the maximum time limit for graduation for the student's graduate program (six years for master's degrees and certificates, 10 years for doctoral degree); see the "Time Limit" section of the Graduate College Policy Manual.
   • Students who are in danger of not meeting the maximum time limit for degree completion are considered not meeting satisfactory academic progress and may be placed on academic probation.

The following applies to students enrolled in 4+1 accelerated programs:
Students enrolled in a BAE to master's accelerated program 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 are not 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 requirements. In addition to the requirements outlined above for undergraduate and graduate students, students enrolled in an accelerated master's degree program must meet the following requirements:

• Undergraduate students in an accelerated bachelor's/master’s degree program prior to the awarding of their undergraduate degree must complete all 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 3.00 cumulative GPA from the time they apply to the program (at 75 credit hours completed in the BAE in educational studies degree) to the time they begin taking graduate courses (at 90 credits completed in the BAE in educational studies degree). A student must continue to maintain a GPA of 3.00 in all coursework. If a student’s GPA drops below 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 GPA drops below the 3.00 requirement once the student has started the accelerated program, the student falls under the policy for graduate students. The student is still allowed to complete their undergraduate degree but is no longer able to complete the graduate degree as part of the accelerated program.

B. Unsatisfactory academic progress

Undergraduate Students

Mary Lou Fulton Teachers College academic probation is imposed when an undergraduate teacher preparation student has a cumulative GPA below 2.25 or when an educational studies student has a cumulative GPA below 2.00. An undergraduate student placed on academic probation is required to meet with the MLFTC coordinated care strategist to develop a support plan.

College academic suspension is imposed after an undergraduate teacher preparation student has been on academic probation (a cumulative GPA below 2.25) for two consecutive semesters. An undergraduate student placed on academic suspension may not progress to the next term until deficiencies have been resolved. Students on academic suspension are required to meet with the MLFTC coordinated care strategist to develop a support plan.

Graduate Students

Students should carefully review ASU Graduate College policies, which apply in addition to the college policies. Students should pay special attention to the policies regarding GPA, time limit for degree completion, and continuous enrollment.

Deficiencies for graduate students include:

1. A plan of study GPA below 3.00.
2. An overall graduate GPA below 3.00.
3. A cumulative GPA below 3.00.
4. A grade below "C" in any required course. Students must repeat a course with a grade below "C" the following semester it is offered and earn a "C" grade or higher. Failure to achieve a "C" or higher on the second attempt may result in recommendation for dismissal from the program.
5. A grade below "B" in a culminating experience (applied project, capstone, thesis, etc.). Students must repeat a culminating experience course with a grade below "B" the following semester it is offered and earn a "B" or better.
6. A grade of "I" or "W" in a required course, or carrying more than three credits of "I" for students in doctoral programs.

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

Note: Students may not be approved for traditional or job embedded student teaching if they are on academic probation or academic suspension.

Professional experience deficiencies — undergraduate and graduate students

The following policies apply to both undergraduate and graduate students enrolled in initial teacher certification or administrator certification programs.

1. A student who fails an internship or student teaching course (for reasons other than a placement release) may be allowed to retake the internship one time if the reasons for failure are determined by college leadership to be remediable. If a student is permitted to retake the internship or student teaching and fails to pass the second time, the student may be dismissed from the teacher or administrator certification program.
2. A student who withdraws from an internship or student teaching course for reasons other than an approved medical or compassionate withdrawal is required to meet with an academic advisor or success coach to develop a support plan. Repeated withdrawals from a professional experience course or internship may result in a recommendation for dismissal from the program.
3. In some cases, concerns occurring in the field may be untenable. These may include actions that cause the sponsoring school district or other organization to request a placement release or termination from an internship or student teaching placement. Reasons include violations of professional disposition standards; violations of ASU code of conduct, district policy, or state or federal law; or other behavior deemed inappropriate. The associate director of Teacher Preparation determines, based on information from the university supervisor, the mentor teacher, the school district, other sponsoring organization and the student, whether the student’s actions warrant immediate dismissal from the teacher or administrator certification program without benefit of a period of academic probation or the student will be provided another attempt to pass.
4. A student whose paid professional experience placement is terminated by the school district for reasons unrelated to performance, such as a reduction 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, the student must complete the degree and certification requirements by transferring to a traditional certification pathway and successfully completing the requirements of that program. Professional experience coursework completed in the alternative pathway before loss of employment may apply to the traditional pathway with approval of the program.

Note: Students enrolled in the Applied Behavior Analysis Practicum (SPE 580) must follow the policies and procedures found in the ABA Practicum Handbook provided as part of the course.

C. Reinstatement to good academic standing

To be restored to good academic standing:

1. A student must improve GPA and course grades to meet the academic performance requirements. Graduate students must meet the academic performance requirements of MLFTC and academic progress requirements outlined by the Graduate College.
2. Students must meet the expectations of any individualized growth plan related to satisfactory academic progress or professionalism while in the program.
3. Graduate students must meet satisfactory academic progress requirements as stated by the Graduate College.

Note: A student on academic probation or academic suspension 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 will be 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 will not be considered.

D. Academic Integrity

No matter the stage of educational or professional career pursuits, acting with integrity is a cornerstone of leadership and good citizenship. Integrity is a character-driven commitment to honesty, acting in accordance with professional ethical behavior, and guiding others to do what is right. Arizona State University students are expected to act with integrity in their educational pursuits.

Violations of academic integrity fall into five broad areas:

1. Cheating on an academic evaluation or assignment
2. Plagiarizing
3. Engaging in academic deceit, such as fabricating data or information
4. Aiding others in academic integrity policy violations or inappropriately collaborating
5. Falsifying academic records

At Arizona State University, academic integrity is expected of all students in all examinations, papers, projects, academic transactions and records, including student teaching reporting. Possible sanctions include appropriate grade penalties, loss of registration privileges, disqualification and dismissal. ASU strictly adheres to the academic integrity policy. This policy sets forth the ASU Student Academic Integrity Policy and appeal procedures.

The Academic Integrity Officer handles all questions and concerns related to academic integrity violations in the Mary Lou Fulton Teachers College. Both students and faculty can contact the Academic Integrity Officer to report an academic integrity violation or to ask questions related to academic integrity policies and procedures.

Section II: MLFTC standards for professional disposition

The professional dispositions are the essence of what the college believes to be the ideal of educator professionalism. These dispositions are pieces of ourselves that contribute to the moral and ethical decision making — the practical wisdom — necessary to uphold policies, laws and regulations that are relevant to professional educator conduct, as well as to navigate moral dilemmas that arise in education that have no clear, right answer and cannot be solved by simple adherence to policies and procedures. These educator dispositions also guide the personal and professional practices that support the well-being of students, colleagues and ourselves. As professional educators, the school is committed to developing and demonstrating these dispositions through the eight practices of Principled Innovation®. Mary Lou Fulton Teachers College embraces Principled Innovation® as its core value. Principled Innovation® informs how the school does everything, from navigating large-scale systems change to the everyday decisions that affect the lives and learning of other people. The moral, civic, intellectual and performance dispositions at the heart of Principled Innovation®, also referred to as character assets, are the essence of the ideal of educator professionalism.

A. These professional dispositions are assessed by faculty, staff, cooperating teachers, school districts and community partners.

All MLFTC students are expected to demonstrate the following:

Disposition 1: demonstrating professional practice and demeanor

Evidenced by:

1. knowing and upholding the policies, laws and regulations relevant to professional educator conduct in the classroom, in the field and in the profession, regardless of one's personal views
2. adhering to the ASU Student Code of Conduct
3. monitoring and maintaining sound mental, physical and emotional health necessary to perform duties and services in any professional environment and taking appropriate measures when personal- or health-related issues may interfere with work- or program-related duties and responsibilities
4. refraining from professional or personal activity that may lead to reducing one's effectiveness in the classroom or community
5. taking responsibility and credit only for work actually performed or produced and acknowledging work and contributions made by others
6. appropriately recognizing others' work by citing data or materials from published, unpublished or electronic sources when disseminating information

Disposition 2: receive and act upon professional feedback

Evidenced by:

1. reflecting upon and assessing one's professional skills, content knowledge and competency on an ongoing basis
2. accepting the responsibilities, performing duties and providing services corresponding to the area of certification, licensure and training of one's position
3. using the ethical code of conduct unique to one's discipline to guide and frame educational decision-making
4. conducting research in an ethical and responsible manner with appropriate permission and supervision

Disposition 3: communicate and collaborate with others in a positive and professional manner

Evidenced by:

1. respecting the dignity, worth and uniqueness of each individual, including actual and perceived gender, gender expression, gender identity, civil status, family status, sexual orientation, religion, age, disability, race, ethnicity, socioeconomic status and culture
2. engaging in professional communication with others in a clear, respectful and culturally sensitive manner in physical or virtual spaces
3. using technology, including social media, responsibly, transparently and primarily for purposes of teaching and learning per school and district policy and considering the ramifications of using social media and indirect communication via technology on one's interactions with students, colleagues and the general public
4. establishing and maintaining an environment that promotes the emotional, intellectual and physical safety of all students

Note: This is not an exhaustive list of all of the professional dispositions required of educators, and not all examples are included.

Key terminology

More information about the Principled Innovation® assets can be found on the How PI works website.

B. Violations of MLFTC professional disposition standards

Students are informed of, and have an opportunity to respond to, an allegation of a violation of or behavior inconsistent with the professional disposition standards. As a general rule, the college seeks to assist students to become professionals by working with them to develop and improve professional conduct. Students accused of violating or not acting in accordance with the professional disposition standards attend a meeting with the college leadership to discuss allegations. Possible sanctions include probation, suspension, disqualification or dismissal from the program.

Following are the steps taken in the referral process for a violation of MLFTC professional disposition standards.

1. The instructor, site lead or other university representative discusses concerns with the student and informs the student that a referral 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.
2. If the referral is made for a violation of MLFTC professional disposition standards, the student is required to attend a meeting to discuss the alleged violations. This meeting provides students with an opportunity to share their side of the situation. At the meeting, an individualized growth plan is developed with input from the student and college administration. Students on an IGP are placed on a probationary status in the college until requirements of the IGP are met.
3. Students may be 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 IGP agreement may result in program dismissal.

C. Release from professional experiences (traditional or job embedded internship or student teaching)

If a school district or community partner requests that a student be released from an internship or student teaching placement for unprofessional or inappropriate behavior, the intern or student teacher is required to attend a meeting with college leadership to discuss the concerns submitted by the school district or community partner representative. The student receives a copy of the release recommendation prior to the meeting with college leadership. During the release meeting, the student has the opportunity to share their perspective and provide details, evidence or other supporting documentation to explain the situation from their perspective.

Students who are employed by the local education agency or community partner should report their placement release to their direct supervisor at the local education agency (usually the school principal or HR director) or community partner (often the director). Continued employment after a placement release is a decision of the local education agency or community partner. If a student is released from their paid placement, their employment with the local education agency or community partner may be terminated by the agency. Decisions related to employment are not made by MLFTC.

After meeting with MLFTC leadership to discuss the circumstances leading to the placement release, the student has the option to appeal the release to the associate director of Teacher Preparation. If it is determined that the allegations of a violation of unprofessional behavior resulting in the request for dismissal from the placement site are warranted, one or more of the following actions may result. The intern or student teacher:

• will be formally removed from the internship or student teaching placement.
• will receive a failing grade ("E") for the internship or student teaching course.
• may not withdraw from the internship or professional experience course or student teaching course. If a withdrawal is processed by the Office of the Registrar, the grade will be administratively changed to an "E."
• will not be assigned another internship or student teaching placement during the same semester.
• must withdraw from all courses that require concurrent enrollment with internship or student teaching, including any applied project courses taken concurrently with student teaching.

If a student intends to repeat the internship or student teaching during the semester following the release, the student 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 student is required to meet with MLFTC leadership to develop an individualized growth plan outlining expectations for continued professional growth and academic development.

If the student violates the rules, policies or procedures for conduct established by the school, district, local education agency, ASU, MLFTC or the law, the intern student teacher, or administrator candidate will be dismissed from the program. Students who are dismissed may not continue in a certification pathway, but they may be eligible to pursue other noncertification degree options within MLFTC or within other colleges at ASU.

Students who opt to remain in the noncertification pathway 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 college and possible sanctions from the university.

Section III: Initial teacher and administrator certification policies

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

To be eligible to progress to student teaching, a student must be in good academic and professional standing. Students who have academic or professional experience deficiencies as outlined above will not be approved to participate in student teaching until the deficiencies are completed. For undergraduate students, this includes all courses that appear on the major map in terms 1-7. For graduate students, this includes all requirements that appear on the program and plan of study.

Undergraduate students are permitted to take one course concurrently with student teaching as long as the course does not conflict with student teaching requirements. Students who wish to take more than one course concurrently with student teaching must submit a petition for review by the Office of Academic and Career Success. The course must be offered in the evening or online and not conflict with student teaching contracted hours.

Essential functions of professional experiences

As a credentialing institution of the State of Arizona, our mission is to prepare teachers for service in P-12 school settings. Students are required to complete multiple professional experiences (internships and student teaching) in which they must be able to perform the essential functions of teaching, which include physical capacity, cognitive flexibility and communication. The ability to perform these essential functions is essential for successful completion of the teacher preparation program. Reasonable accommodations may be made to enable qualified individuals with disabilities to perform these essential functions.

Teaching is a demanding profession, requiring a great deal of physical, mental and emotional stamina in which the safety and well-being of children and youth are paramount. Interns and student teachers spend the majority of their days standing while interacting with P-12 students in the classroom and other areas of the school grounds. Escorting 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, circulating around and moving quickly along uneven surfaces on the playground is necessary. Student teachers may also be required to monitor and assist students when they arrive and depart from school at bus or parent pickup locations. Playground and bus duties can require teachers to spend time outdoors in extreme heat during Arizona summers or extreme cold during winters elsewhere. Working with P-12 students also entails kneeling or squatting, stooping and bending from 50 to 70 degrees at the waist frequently throughout the day. Reaching at, below or above shoulder height to write on chalkboards or whiteboards and using technology and audiovisual equipment require significant manual dexterity. Occasionally, interns and student teachers are required to lift or move up to 30 pounds. These physical requirements allow the effective intern or student teacher to engage students in activities and materials that challenge and sustain their attention during instructional plans.

The cognitive demands of professional experiences require that interns and student teachers 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 student content knowledge. Student teachers also must be able to provide differentiated instruction to ensure that all children have the opportunity to master what is taught. In addition, they 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 student safety and behavior. Student teachers are evaluated using a performance assessment instrument across the essential functions of student teaching. The instrument can be accessed in the Professional 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 professional experiences. Reasonable accommodations may be made to enable qualified individuals with disabilities to perform these essential functions.

Students on an Alternative Teaching or teaching intern certificate

The teaching position may require that the student hold an Alternative Teaching or teaching intern certificate; however, not all teaching positions require students to hold the certificate, and this requirement may vary by state. The Alternative Teaching or teaching intern certificate requires MLFTC to certify to the Arizona Department of Education that the student is enrolled in a teacher preparation program and in good academic standing. The Alternative Teaching or teaching intern certificate is valid for two years. If a third year is required for program completion, the certificate must be renewed with ADE. At the completion of the second year, only students in good academic standing are eligible for an Institutional Recommendation to obtain a standard teaching certificate. Out-of-state students need appropriate certification in their state, if required.

A student on an Alternative Teaching or teaching intern certificate who ceases to be eligible for their 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 traditional pathway. More information is available from the MLFTC Office of Academic and Career Success.

Note: Because of the intensity of program coursework and job embedded student teaching, students participating in an alternative pathway are not permitted to enroll in courses outside the prescribed program of study without approval from the program. Students who wish to concurrently enroll in a graduate certificate or degree program should work with their advisor to complete a petition, which will be reviewed on a case-by-case basis by the program and may require approval from MLFTC leadership.

Completion of the applied project

As part of a student’s degree requirements, all master’s degree 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 research with a group of students throughout the entire semester, typically those in their traditional or job embedded internship or student teaching placement and with their placement school’s permission. A grade of a "B" or higher is required to pass the course and graduate from the master’s degree program.

If a student enrolled in an applied project course must leave their placement or has completed the required placement hours, they are required to use data from past placement courses or retain permission from a previous placement to gather additional data as needed. This is vital because students must complete the necessary research for the project. Students who withdraw from both courses must maintain the ASU Graduate College policy of continuous enrollment, either by completing at least one credit hour of graduate-level coursework or with an approved medical or compassionate withdrawal for the semester.

Applied project retake

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

Section IV: Student support policies and procedures

A. Supporting Our Students

Throughout enrollment in a Mary Lou Fulton Teachers College program, students are provided individualized support and feedback from course and field instructors. In addition, MLFTC’s Office of Academic and Career Success provides a tier-based ecosystem of integrated and holistic support for student growth and learning outcomes throughout the program.

If, at any time, a student needs additional support, a faculty member, site lead, mentor teacher, academic advisor or other representative can submit an SOS form. Student can also submit an SOS for themselves if they have a concern or are in need of assistance. Areas of support include financial assistance, wellness coaching, academic support, and assistance with job-seeking skills and professionalism.

When an SOS is submitted, it is triaged by the coordinated care team. Depending on the type of support needed, the student is invited to meet with a success coach, coordinated care strategist or the director of student success. During the meeting, the student is provided with an opportunity to share their perspective with a student advocate, be connected to resources, and participate in the development of a support plan.

B. Pregnancy leave policy

In accordance with Title IX, students who require leave are entitled to it for as long as it is deemed medically necessary by their physician. For absences of less 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 meet other requirements that accumulate during their leave prior to the last day of classes. Students who are unable to meet requirements before the end of the semester receive a grade of "I" (incomplete) or have the option of applying for a medical withdrawal without loss of any tuition paid that semester. During the leave, absences are excused and do not negatively impact final grades. Students who need to request leave should meet with Mary Lou Fulton Teachers College’s coordinated care strategist to develop leave plans.

C. 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 Student Accessibility and Inclusive Learning Services. The Mary Lou Fulton Teachers College encourages admitted students with disabilities or disabling health conditions who believe they may need accommodations to register with SAILS before enrolling in the program. That way, all reasonable accommodations can be in place at the beginning of the program. Students who are registered with SAILS are key participants in establishing reasonable and appropriate accommodations with course instructors. Students must re-register with SAILS every semester for which they would like to receive accommodations.

D. Incomplete grade requests

The grade of “I” (incomplete) can only be given by an instructor when a student who is doing otherwise acceptable work is unable to complete a course (e.g., final exam or term paper) because of illness or other conditions beyond the student’s control. Unfinished work must be completed with the same instructor except under extenuating circumstances. The completion date is determined by the instructor but may not exceed one calendar year from the date the grade of “I” is recorded.

To request an incomplete in a course, a student first obtains approval from their instructor and submits an incomplete request form that includes a deadline for coursework to be completed. The incomplete request is then routed to the vice dean or their designee for review and final approval. Approval of the request is at the discretion of the vice dean or designee, and the approval process may include modification of the deadline or a request for additional details. Students who fail to complete the course by the agreed-upon deadline receive the grade specified in the incomplete request. Incomplete deadlines may never exceed one year from the date the incomplete grade was issued.

Section V: MLFTC appeal policies and procedures

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 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.

Official course grades are listed on My ASU via the student’s transcript. Students should check their transcripts regularly following the grade posting date for each term. In the event there is a discrepancy between the final grade noted in the transcript and the grade the student expected to receive based on the Canvas gradebook, students must contact the instructor within 10 business days of the last date for posting final grades and may then follow the appeal process outlined below.

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

• The instructor erred in calculating points or acknowledging timely submission of assignments.
• The instructor did not apply grading standards equitably (that is, there is evidence of bias, for example, due to race, age, sex, religion or national origin).
• 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.

Step 1: Informal meeting with 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 grade appeal (PDF). The student must provide any additional relevant documentation to support the appeal and reasons for disputing the grade to the instructor. The narrative accompanying the grade appeal form may not exceed five pages, double spaced.
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 2 and submit the grade appeal form to the appropriate Office of Career and Academic Success contact.

Note: 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 (a) has received no reply for five business days or (b) has been unable to schedule a meeting within 10 business days of the date of contact. If the student does not receive a response from the course instructor within five business days, the student should move the appeal to step 2. Appeals received after 10 business days will not be accepted.

Step 2: Submit grievance to Office of Career and Academic Success
If the grievance is not resolved in step 1, the student may forward the grade appeal to the executive director of academic and career success.

Step 3: Vice dean or appointed designee reviews grade appeal
The executive director of academic services reviews the grade appeal and may request additional information, if needed. The grade appeal is forwarded to the vice dean for review. The vice dean reviews all information and notifies the student of the outcome.

Step 4: Appeal decision to the dean (Student Issues Committee)

• Per university policy, if not satisfied with the outcome, the student may appeal the vice dean’s decision to the dean, whose decision is final. The student must appeal within five business days of receiving the vice dean’s decision.
• To submit an appeal to the Student Issues Committee, the student must forward the original appeal and the vice dean’s response to the associate dean of academic systems, who begins the appeal process with the committee.
• Only the issue appealed to the vice dean may be appealed; no new issues or complaints may be added.
• The student has the option to request to appeal before the committee.
• The Student Issues Committee makes a recommendation to the dean. The dean’s decision is final.
• The student is notified by mail of the outcome.

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.

For more information on University grading policies, students can visit the appeals policy on the catalog website. 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 are applied. Any concerns about tuition charges should be addressed to Student Business Services.

Graduate students — Appealing a recommendation for dismissal from program

The ASU Graduate College admits students to graduate study at ASU. 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 dismissal process:

1. Advisor sends an informal notice of dismissal recommendation to the student. Student has 10 days to respond to the notice and provide any supporting documentation for review and reconsideration of the dismissal recommendation.
2. The student receives formal notice from the executive director of academic services that a recommendation for dismissal from the program is being made to the ASU Graduate College.
3. Within 10 business days of receiving this notice, the student may appeal in writing to the appropriate vice dean in Mary Lou Fulton Teachers College.
4. If the appeal is denied by the vice dean, the student may continue the appeal process to the MLFTC Student Issues Committee (dean’s designee). Appeal materials can be sent to the associate dean of academics. Failure to file the appeal within 10 business days of the date of notification results in an automatic denial of the appeal.
5. If the appeal is denied by the Student Issues Committee (MLFTC dean), the dismissal recommendation is forwarded to the Graduate College for final review and recommendation.

Appendix A: Definition of terms

Academic probation: 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 who fails to meet the conditions for reinstatement to good standing may be recommended for dismissal from the program.

A student placed on academic probation is permitted to progress to 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 must meet with their advisor to discuss options for the semester.

Academic suspension: An undergraduate student placed on academic suspension may not progress to 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.

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 vice provost for the Graduate College who holds the ultimate authority.

Cumulative GPA: Grade point average that represents all courses completed at ASU.

Deficiency: A required course or other program criterion that has not been met or was not successfully completed. This term refers to coursework and GPA criteria.

Dismissal: Administrative removal from the program or college.

An undergraduate student who has been dismissed from the Teachers College is not allowed to enroll in further teacher or administrator certification program courses for a minimum of one semester. When the student is notified of the dismissal, he or she must participate in the development of an individualized growth plan. The student’s current and future status is determined by the terms of the IGP.

A student will be dismissed from further enrollment in any initial teacher or administrator program for any of the following reasons:

• expulsion from Arizona State University
• failure to meet ASU Graduate College policies (for graduate students)
• 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 an individualized growth plan

GPA: Grade point average

Individualized growth plan: An individualized growth plan is a tool designed to support students who may be at risk of not progressing in their major or academic plan. The IGP outlines specific action steps that a student must complete to maintain or return to good standing within their major or academic plan.

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 approved 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.

Overall graduate GPA: Grade point average calculated on all graduate courses, regardless of whether they are on the approved program of study (iPOS).

Professional experience: Any practicum, internship, student teaching or other field-based course that takes place off campus in a professional setting such as a school district, charter school, government agency or other educational organization.

SOS — Supporting Our Students: A referral system that connects students with the Office of Academic and Career Success team for personalized support.

Student Code of Conduct: The ASU code of conduct can be viewed on the student services website.

Undergraduate policies

Advising

The Office of Academic and Career Success is dedicated to providing students with the very best academic support and guidance in every phase of their 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 Mary Lou Fulton Teachers College programs. Students should see the MLFTC undergraduate student services webpage for advising locations and contact information. Students are encouraged to meet with their advisors every semester.

Credit and registration

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

Audit

MLFTC students are permitted to audit any course that is not part of the professional pathways curriculum. Additional university fees are assigned to courses when the audit option is chosen.

Course prerequisites

Enrollment in upper-division professional pathways coursework requires approval from MLFTC. Students should review current course descriptions for course prerequisites.

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 credit hours 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 pathway MLFTC courses must submit the petition for adjustment of requirements to the Office of Career and Academic Success at their chosen campus.

Any transfer student who is interested in starting an initial teacher certification pathway must submit an online form, meet with an academic advisor, have a cumulative GPA of 2.25, have completed 60 credit hours, and fulfill specific course requirements as outlined by each education major. Students who complete an AA program in elementary education or who complete required courses at an Arizona community college through MyPath2ASU® meet the requirements for progression into the professional pathway.

Withdrawal

Students should review the Mary Lou Fulton Teachers College undergraduate withdrawal policy and the current university withdrawal procedures. 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 first-year students 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 learn the degree requirements and minimum eligibility requirements for degree completion. Students must fulfill professional experiences, internships and student teaching requirements as part of degree completion. Mary Lou Fulton Teachers College is committed to providing support and resources for students who need academic or professional growth assistance.

To be in good standing in Mary Lou Fulton Teachers College, undergraduate students in teacher preparation programs must maintain an overall cumulative GPA of 2.25 or higher. Students enrolled in educational studies must maintain an ASU GPA of 2.00 or higher. Students are evaluated in accordance with the Mary Lou Fulton Teachers College satisfactory academic progress and professional conduct policy. Students in the professional pathway are formally reviewed regarding their academic progress to determine retention and continuation status. Students with records that contain indicators of professional or academic concerns are placed on probation or suspension, or permanently removed (dismissed) from their programs.

Students who exhibit unprofessional behaviors or attributes are required to meet with a Mary Lou Fulton Teachers College administrator to develop an individualized growth plan that 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 satisfactory academic progress and professional conduct policy for additional information.

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 that 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 2.25 or higher. (Students enrolled in the educational studies degree program are an exception and must maintain a minimum cumulative GPA of 2.00.)
• Students must inform their MLFTC advisor of each degree being pursued as a concurrent degree. This information is important to the department's recordkeeping, and it may affect recommended courses.
• 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.
• Students must earn at least 30 unique credit hours applied toward the requirements for each major's degree.

Reinstatement/readmission

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

If a student is not eligible for quick re-entry, they must apply for readmission and submit applicable fees. To submit an application for readmission to the Mary Lou Fulton Teachers College, a student must have left in good academic standing by having a cumulative GPA of 2.00 or higher.

A student who did not leave ASU in good academic standing may appeal. In this case, a student must have both:

• completed at least 12 credits since leaving ASU with a grade of a "C" or higher, and
• 2.25 cumulative GPA since leaving ASU

All transcripts must be on file with ASU for review if appealing. Students who do not meet these two requirements will not be admitted to the Mary Lou Fulton Teachers College. If a readmission appeal is required, the decisions may take 4-6 weeks. The director of undergraduate services may contact a student for more information.

Other special requirements

Additional requirements for teacher certification candidates

Fingerprint clearance card

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

Acknowledgment form

Non-MLFTC progression students who wish to start their upper-division courses must meet with their college advisor. Students will receive an email from an MLFTC staff member to complete an acknowledgment form.

For programs leading to certification, students must meet teacher certification progression requirements to progress into the upper-division courses.