Mary Lou Fulton College for Teaching and Learning Innovation policies

ASU’s Mary Lou Fulton College for Teaching and Learning Innovation creates knowledge, mobilizes people and takes action to improve education. Faculty create knowledge by drawing from a wide variety 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. MLFC takes action by bringing people and ideas together to increase the innovation capabilities of individual educators, schools and organizations, districts and communities.

MLFC 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 College for Teaching and Learning Innovation 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 College for Teaching and Learning Innovation. 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 [email protected], 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 College for Teaching and Learning Innovation, 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 undergraduate students and graduate students in MLFC.

In addition to adhering 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 and 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). Consequences for the failure to do so may 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: MLFC 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 that contain 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 MLFC students must:

1. Maintain minimum GPA as follows:
   • Undergraduate students 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.
2. Achieve specific course grades as outlined below:
   • Undergraduate students should refer to their major map or curriculum checksheet, which outlines courses that require 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 upper division professional experiences, including traditional and job-embedded internships (to include internships embedded in courses), and student teaching with a grade of “C” or higher.
4. Maintain good standing as outlined in the Standards for Professional Disposition section.
   • Students who violate professional responsibilities may be placed on college 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.
   • Repeated medical or compassionate withdrawals, or any pattern of enrollment that results in a student not making meaningful academic progress toward degree completion across multiple terms, may also be considered a lack of academic progress, which can result in academic probation or recommendation for dismissal.
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. An academic-year semester is defined as each spring or fall semester starting from the term of first 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); more information is available in 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 accelerated bachelor's to master's degree programs:
Students enrolled in a Bachelor of Arts in Education or Bachelor of Applied Science to master's degree program, also known as an accelerated master's program, are considered undergraduate students until all undergraduate requirements have been met. Undergraduate students enrolled in the accelerated master's 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 bachelor’s and master’s degree requirements. Students enrolled in an accelerated master's degree program must meet the following requirements, in addition to the requirements outlined above for undergraduate and graduate students:

• Undergraduate students in an accelerated master’s program before 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 or BAS degree) to the time they begin taking graduate courses (at 90 credit hours completed in the BAE or BAS 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 master's 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 they have started the accelerated master's program, the student falls under the policy for graduate students. The student is allowed to complete their undergraduate degree but is no longer be able to complete the graduate degree as part of the accelerated program.

B. Unsatisfactory academic progress

Undergraduate students

Academic warning is imposed for any student who does not achieve the minimum GPA standard at the completion of the first term of study. If, after one term with an academic warning, a student still does not achieve the minimum GPA standard, they are placed on probation for at least one additional term. If a student's minimum GPA first falls below the standard in a term that is not the student's first term at ASU, they are placed on probation. Failure to return to good academic standing after being placed on probation may result in disqualification.

A student with an academic warning or on academic probation is considered in conditional good standing and is permitted to enroll.

A student who has received an academic warning or is on probation must meet with an academic success advisor to discuss academic success strategies for the subsequent semester and develop a success plan for returning to university academic good standing. That plan may require successful completion of the academic refresher course UNI 220 Mindset Connections.

College academic probation is imposed if an undergraduate student has a cumulative GPA below 2.00. An undergraduate student placed on college academic probation is required to meet with an academic advisor.

College academic suspension is imposed after an undergraduate educator preparation student has been on college academic probation (a cumulative GPA below 2.00) for two consecutive semesters. An undergraduate student placed on college academic suspension may not progress to the next term until deficiencies have been resolved. Students on college academic suspension are required to meet with an academic advisor to develop a support plan. Failure to do so may result in withdrawal from all MLFC courses for the subsequent term.

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, requirements for culminating experience courses, and continuous enrollment.

Deficiencies for graduate students include:

1. Plan of study GPA below 3.00.
2. Overall graduate GPA below 3.00.
3. Cumulative GPA below 3.00.
4. Earning a grade below "C" in any required course. Students must repeat the course in the next semester or session it is offered and earn a grade of "C" or higher.
5. Earning a grade below "B" in a culminating experience (applied project, capstone, thesis, etc.). Students must repeat the course in the next semester it is offered and earn a "B" or higher.
6. Failure to achieve a "C" or higher on the second attempt may result in recommendation for dismissal from the program.
7. Earning 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, apprentice 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. Professional experiences refers to internships, courses with embedded internships (clinically embedded courses), student teaching and apprentice teaching.

1. A student who fails a professional experience for reasons other than a placement release may be allowed to retake the professional experience one time if the reasons for failure are determined by college leadership to be remediable. If a student is permitted to retake the professional experience and fails to pass the second time, they may be dismissed from the teacher or administrator certification program. Students should note: If a student is removed or released from a professional experience placement (e.g., internship or student teaching), opportunities for re-placement in another school or district may be contingent on the timing within the academic semester and the availability of appropriate partner sites. While MLFC makes every effort to facilitate a timely re-placement when warranted, options may be limited or unavailable depending on how far the semester has progressed. In such cases, the student may be required to defer their professional experience to a future term in order to meet all certification and program requirements.
2. A student who withdraws from a professional experience for reasons other than an approved medical or compassionate withdrawal is required to meet with an academic advisor to develop a support plan. Repeated withdrawals from a professional experience 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 a professional experience. 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 directors of educator preparation determine, based on information from the faculty 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 college academic probation, or the student should be given 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 reductions in force, is not be recommended for college academic probation or involuntary withdrawal on that basis alone. However, if the student does not secure another full-time teaching position, they 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.
5. Students enrolled in a course with an embedded internship (clinically embedded course) who do not successfully complete the internship component are not eligible to pass the course.
6. Students must adhere to the deadlines for professional experience placements, to include the following. (a) The priority placement deadline to complete the Placement Request Form for clinically embedded courses or internship courses is four weeks after the start of the semester for the following semester’s placement. (b) The absolute deadline for enrollment in a clinically embedded course or internship and completion of the Placement Request Form is four weeks before the start of the semester. Students who miss this deadline but enroll in a professional field experience course are administratively withdrawn from their course. (c) The absolute deadline for enrollment in student teaching or apprentice teaching and completion of the Placement Request Form is six weeks after the start of the semester for the following semester’s placement.
7. All students in certification programs, regardless of location, must have an Identity Verified Prints fingerprint clearance card on file to register for a professional field experience course (internship, student teaching and apprentice teaching). Registration permission is not granted until advising has received a copy (front and back) of the current IVP card. Students may submit a petition requesting to override this requirement if they believe they have extenuating circumstances.
8. Students who are outside of Arizona and who are not able to be placed may face delays in their program’s progression or may have to relocate to Arizona to fulfill their professional field experience requirement.
9. Student teachers are required to arrive at least 30 minutes before the school day begins, stay at least 30 minutes after the school day ends, and attend all commitments expected of a teacher (staff, parent and grade level collaboration meetings, etc.), including attending professional development during early release days.

Note: Students enrolled in 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 MLFC and academic progress requirements outlined by the Graduate College.
2. Students must meet the expectations of any Professional Improvement 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 college academic probation or college 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 are not considered.

Section II: MLFC standards for professional disposition

The professional dispositions are the essence of the ideal of educator professionalism. These dispositions are pieces of individuals 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 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 learners, colleagues and educators.

As professional educators, Mary Lou Fulton College for Teaching and Learning Innovation is committed to developing and demonstrating these dispositions through the eight practices of Principled Innovation®. MLFC embraces Principled Innovation® as its core value. It informs how the school does everything, in areas as diverse as navigating large-scale systems change and 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 MLFC 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 specific 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 MLFC 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 college leadership to discuss the allegations. Possible sanctions include college academic probation, suspension, disqualification or dismissal from the program.

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

1. The instructor, faculty supervisor 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 MLFC professional disposition standards, the student must attend a 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 on a probationary status in the college until requirements of the PIP 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 fulfill expectations outlined in the PIP agreement may result in program dismissal.

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

In the event a school district or community partner requests that a student be released from professional experience placement for unprofessional or inappropriate behavior, the intern, apprentice 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 before 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 MLFC.

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

• is formally removed from the internship or student teaching placement.
• receives 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 is administratively changed to an "E."
• is not assigned another internship or student teaching placement during the same semester.
• must withdraw from all courses that require concurrent enrollment with a professional experience course.

If a student intends to repeat the internship, apprentice teaching or student teaching course during the semester following the release, they must show evidence of how they plan to resolve the situation or circumstances that resulted in their removal from the internship or student teaching placement. The student is required to meet with MLFC leadership to develop a PIP 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, MLFC or the law, the intern, apprentice teacher, student teacher or administrator candidate is dismissed from the program. Students who are dismissed may not continue in a certification pathway but may be eligible to pursue other, non-certification degree options within MLFC or within other colleges at ASU.

Students who opt to remain in the non-certification 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.

Undergraduate students in initial teacher preparation programs are required to earn a minimum of 30 upper-division credit hours in their education major to meet the resident credit requirement at ASU.

Undergraduate students may not change their campus affiliation in their final semester if they are completing a student teaching experience. The modality and campus location used in term seven must remain consistent through term eight.

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 are not approved to participate in student teaching until the deficiencies are addressed. For undergraduate students, this includes all courses that appear on the curriculum checksheet. 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.

Professional experience placements must be appropriate for the certification that the student is seeking for the greater part of their instructional schedule.

Essential functions of professional experiences

As a credentialing institution of the State of Arizona, the college's mission is to prepare teachers for service in P-12 school settings. Students are required to complete multiple professional experiences (internships, apprentice teaching and student teaching) in which they must be able to perform the essential functions of teaching. The essential functions include physical capacity, cognitive flexibility and communication. The ability to perform these essential functions is required for successful completion of the educator 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, apprentice teachers 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, it is necessary to circulate and move quickly along uneven surfaces on the playground. Student teachers may also be required to monitor and assist students when they arrive at and depart from school at bus or parent pick-up 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 the chalkboard or whiteboard and using technology and audiovisual equipment require significant manual dexterity. Occasionally, interns, apprentice teachers and student teachers are required to lift or move up to 30 pounds. These physical requirements enable the effective intern, apprentice teacher or student teacher to engage students in activities and materials that challenge and sustain students' attention during instruction.

The cognitive demands of professional experiences require that interns, apprentice teachers 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. Students must also be able to provide differentiated instruction to ensure that all children have the opportunity to master what is being 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. Students are evaluated using a performance assessment instrument across the essential functions of teaching. The instrument can be accessed in the Professional Experiences Handbook located in the course documents.

The physical, cognitive and communicative demands described here are representative of those that must be met by students to successfully perform the essential functions of their assigned professional experiences.

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 a certificate and may vary by state. The Alternative Teaching or Teaching Intern certificate requires MLFC to certify to the Arizona Department of Education that the student is enrolled in an educator 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 Arizona Department of Education. 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 can no longer 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 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 of 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 is reviewed on a case-by-case basis by the program and may require approval from MLFC leadership.

Completion of the applied project

As a part degree requirements, all students in a master’s degree program must complete an applied project course (Secondary: SED 593, Special Education: SPE 593, Elementary Education: EED 593, Early Childhood: ECD 593 or Early Childhood Special Education: ECS 593). The applied project, which serves as the graduate capstone experience, is designed to synthesize and showcase the knowledge and skills students have developed throughout the program.. As a part of this course, students begin by formulating a topic that they will research. A grade of "B" or higher is required to pass the course and graduate from the master’s degree program.

Section IV: Student support policies and procedures

A. Supporting Our Students (SOS)

Students enrolled in an MLFC program are provided individualized support and feedback from course and field instructors. In addition, MLFC’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 is in need of additional support, a faculty member, faculty supervisor, mentor teacher, academic advisor or other representative can submit an SOS form. Students 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, 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 members of the success team. 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

MLFC is committed to ensuring that all students who are pregnant or are experiencing medical challenges due to pregnancy or childbirth are able to continue in the programs. To receive support and accommodations due to pregnancy-related needs, students should register with Student Accessibility and Inclusive Learning Services.

Students requesting services because of pregnancy should be prepared to submit documentation regarding the pregnancy and any complications, and clearance to return to school-related activities. Students may refer to the following ASU policy for additional information: 701–10: Accommodations and Services for Pregnant Students.

C. Accommodations

MLFC 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, also known as SAILS. MLFC encourages admitted students with disabilities or disabling health conditions who believe they may need accommodations to register with SAILS before enrolling in the program so that 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 mark of “I” is recorded.

To request an incomplete in a course, a student must first obtain approval from their instructor and submit an incomplete request form, including 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. In accordance with ASU’s grades and grading policies, incomplete deadlines may never exceed one year from the date the incomplete grade was issued.

Section V: MLFC 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 academic suspension or dismissal.

Grade appeal procedure

For a student 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. If 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 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 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 Academic and Career Success contact.

Note: If the required meeting with the instructor has not taken place, the appeal is accepted only if the student supplies evidence that they contacted the instructor and (a) have received no reply for five business days, or (b) have 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 are not accepted.

Step 2: Submit grievance to Office of Academic and Career 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 and career success 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 10 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 director of academic operations, 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 email of the outcome.

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 can reference the university grade appeal policy. 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 the 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 the dismissal process:

1. The advisor sends an informal notice of dismissal recommendation to the student. The 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 MLFC.
4. If the appeal is denied by the vice dean, the student may continue the appeal process to the MLFC Student Issues Committee (dean’s designee). Appeal materials can be sent to the director of academic operations. 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 (MLFC dean), the dismissal recommendation is forwarded to the Graduate College for final review and recommendation.

Appendix A: Definition of terms

ASU Graduate College: The academic organization within ASU that oversees all graduate study in every college; it has 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.

College 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 college 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 college 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 college academic probation is permitted to progress to the next term (unless the next term includes student teaching) while addressing the deficiency. If a student is placed on college academic probation and the next term requires student teaching, they must meet with their advisor to discuss options for the semester.

College academic suspension: An undergraduate student placed on college 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.

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 MLFC 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, they must participate in the development of a PIP. The student's current and future status is determined by the terms of the PIP.

A student is 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 education policies (for graduate students)
• failure to meet the professional responsibilities outlined in the Mary Lou Fulton College for Teaching and Learning Innovation Professional Responsibilities Standards and the ASU Student Code of Conduct
• failure to resolve academic deficiencies
• noncompliance with a PIP

GPA: Grade point average.

Institutional recommendation: All MLFC 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 stands for interactive plan of study.

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.

Placement release: Removal from the traditional or job-embedded internship or student teaching placement.

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.

Professional improvement plan: 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 to maintain or return to good standing within their major or academic plan.

SOS — Supporting Our Students: A referral system that connects students with the Office of Student Services student success team for personalized support.

Student Code of Conduct: The ASU code of conduct.

Undergraduate policies

Advising

The Office of Career and Academic 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 College for Teaching and Learning Innovation programs. Students should review MLFC undergraduate student services 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 semester. Enrollment in additional credit hours requires college academic advisor approval.

Audit

MLFC 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 MLFC. Students should review current course descriptions for course prerequisites.

Pass/fail

A “Y” (satisfactory) grade is assigned for a passed course, and an “E” grade is assigned for 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 credit hours transferred from four-year institutions. Students interested in substituting previous teacher preparation courses for current professional pathway MLFC courses must submit the petition for adjustment of requirements to the Office of Academic and Career 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 2.00, have completed 60 credit hours, and fulfill specific course requirements as outlined by each education major. Students who complete an Associate of Arts program in elementary education or who complete required courses at an Arizona community college through MyPath2ASU® meet the requirements for progression to the professional pathway.

Withdrawal

Students should review the Mary Lou Fulton College for Teaching and Learning Innovation 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 curriculum for their chosen programs. These courses are listed on the curriculum checksheets. My Major Map is the ideal course progression plan that students follow each semester for enrollment, and students should meet regularly with an academic advisor to ensure appropriate course selection and review progress toward graduation. 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, including internships and student teaching requirements, as part of degree completion. Mary Lou Fulton College for Teaching and Learning Innovation is committed to providing support and resources for students who need academic or professional growth assistance.

To be in good standing in MLFC, undergraduate students in teacher preparation programs must maintain an overall cumulative GPA of 2.00 or higher. Students are evaluated in accordance with the MLFC 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 MLFC 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 the MLFC. Students should refer to the satisfactory academic progress and professional conduct policy for additional information.

Concurrent degrees

The primary degree is the one that appears 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 2.00 or higher.
• Students must inform their MLFC 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 distinct credit hours applied toward the requirements for each major's degree.

Reinstatement and 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 College for Teaching and Learning Innovation, 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:

1. completed at least 12 credit hours since leaving ASU with a grade of a "C" or higher
2. a 2.00 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 MLFC. If a readmission appeal is required, the decisions may take four to six 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 to work in the classroom are required to have an identity-verified fingerprint clearance card (Google doc). All students enrolling in programs that lead 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.

Non-MLFC students

Non-MLFC progression students who are ready to start their upper-division courses must meet with their college advisor. Students receive an email from the CAPES team to complete the Placement Request Form.

For MLFC programs that lead to certification, students must meet with their MLFC college advisor to discuss progressing into upper-division courses.