Degree handbook MEd Elementary Education (Teacher Certification) 2022-23

Master of Education in Elementary Education

(Teacher Certification)

Student Handbook

2022–23 Academic Year

Revised January 2023

Contents

Introduction 4

Master of Education degree in Elementary Education (Teacher Certification) 4

Routes to certification 4

Program learning outcomes 4

Purpose of the handbook 5

Admission 6

Quick facts 6

Contacts 6

Graduate admission requirements 6

Academic program admission requirements (all program pathways) 7

Additional requirement for alternative teaching route applicants 7

Provisional acceptance guidelines 7

Preadmission credit policy 8

Traditional certification route requirements 8

Alternative teaching route requirements 8

Residency information for alternative teaching route and full-time school employees 9

Access to K–8 students 9

Tuition cost and financial aid 10

Tuition and fees 10

Financial assistance 10

Mary Lou Fulton Teachers College scholarships and fellowships 10

Graduate college fellowships 10

Financial aid 10

ASU payment plan 10

AmeriCorps 10

Curriculum and graduation requirements 11

Program requirements 11

Program of study 11

Culminating experience 12

Professional certification routes requirements 13

Interactive Plan of Study 13

Teacher certification 13

Institutional recommendation for Arizona teacher certification 14

Arizona and U.S. Constitution requirements 14

Certification examinations 14

Additional states and territories 14

Satisfactory Academic Progress and Professional Conduct Policy 15

Title IX 15

Student responsibility 16

Student email 16

Harassment 16

Academic integrity 16

Student Code of Conduct 16

Graduate College and graduate student responsibilities 16

Policies and procedures 18

Registration and drop/add policies 18

Enrollment verification guidelines 18

Maximum course load 18

Continuous enrollment 18

Request to maintain continuous enrollment (leave of absence) 19

Voluntary withdrawal 19

Medical/compassionate withdrawal 19

Maximum time limit to complete degree 19

Student support resources 20

MLFTC Office of Student Services 20

Academic advising 20

Academic and professional development resources 20

ASU Libraries 20

ASU Writing Center 20

Career services 20

Student support services 20

ASU Online student support and services 20

International Student and Scholars Center 21

Health Services 21

Counseling services 21

Student Accessibility and Inclusive Learning Services 21

Veterans and Military Affairs Office 21

Graduate and Professional Student Association 21

Business and Finance Services 21

Parking and transit 21

Student Business Services 21

Sun Devil Card Services 21

Campus amenities 22

Housing 22

Dining services 22

Other departments and services 22

Provost’s office 22

IT help office 22

ASU Safety and Security 22

Introduction

Master of Education degree in Elementary Education (Teacher Certification)

The MEd in Elementary Education (Teacher Certification) program is for those who already have a bachelor's

degree in any field and are seeking teacher certification while also earning a master’s degree in education. The

program offers flexibility for meeting certification requirements through professional experiences, through an

alternative teaching route, a traditional route, or a combination of professional experiences that meet certification

requirements.

The program will be offered in two modalities: immersion and online. The master’s program in teacher certification

offers coursework leading to a Masters in Education in Elementary Education (K–8).

Routes to certification

Mary Lou Fulton Teachers College offers options for students to earn a master’s degree and Arizona teacher

certification through a traditional or alternative teaching route. The coursework is the same for either route and

includes clinically embedded assignments to connect theory and practice in the classroom through professional

experiences. Students take classes on an ASU campus one or two nights per week or in a fully online modality.

The program builds connections between educational design and decision-making; professional growth and

leadership; and scholarly, integrative knowledge through quality classroom instruction paired with extensive field

experiences. Students gain a strong foundation in teaching and content knowledge from experts in education with

years of K–12 experience. MLFTC faculty members actively engage students in the research process throughout

the program to facilitate students’ examining problems of practice and engaging in iterative cycles of inquiry in

collaborative educational contexts, culminating in their own applied research project.

A series of professional experiences assists students in developing a thorough understanding of teaching and

learning as they apply knowledge from their coursework to the classroom. Individualized guidance through the

clinical framework provides students with the support they need to become effective educators.

Program learning outcomes

Graduates demonstrate the capacity to apply advanced knowledge and possibility thinking to practical challenges

by imagining new solutions and creating positive change for all learners, families or communities. Throughout the

program, students will participate in educator scholar communities to enhance their engagement through learning

communities. Educator scholars will expand their specialized knowledge and intellectual skills throughout the

program. Essential areas of learning include broad, integrative knowledge and concepts from fields of study that

bridge this knowledge and those skills.

The EED, SED and SPE degree programs each have a series of core courses which include shared content and

collaboration as well as content and assignments differentiated by pathway.

The program culminates in an action research applied project in EED 593 in which students research, implement

and measure the effectiveness of an intervention to solve a problem of practice in K–12 classrooms. Graduate

students will need access to K–6 learners throughout the program to complete assignments.

Through the program learning outcomes, graduates will be able to:

● DDM 1 — Execute an instructional cycle using methods, strategies, high leverage practices, technologies

and interventions appropriate for a range of learner abilities, differences, cultural and linguistic assets and

needs supported by research-based pedagogical practices and theories.

● DDM2 — Create learning experiences that address the central concepts, tools of inquiry and structure of

content disciplines to engage learners in accessible, relevant and meaningful content to ensure critical

thinking and mastery of the content.

● DDM3 — Create and maintain inclusive, equitable learning environments that support individual and

collaborative learning experiences, utilize high leverage practices, and foster critical thinking, active

engagement and well-being for all learners.

● DDM4 — Use multiple methods of assessment and data to evaluate learner strengths and needs,

determine eligibility for services, monitor progress, guide educator decision making and actively engage

with learners and stakeholders.

● DDM5 — Apply strategies for instructional co-planning, co-analyzing of data and cogenerative dialogue in

service of meeting student needs.

● DDM6 — Apply appropriate strategies to promote resiliency, empathy and inter/intrapersonal awareness

in support of collaborative decision-making.

● GLAE1 — Build and implement a professional growth plan using evidence and reflective practices in the

areas of professional responsibility, educator identity, leadership, ethical conduct and advocacy for

equitable and inclusive practices.

● GLAE2 — Advocate for students, families and communities with an understanding of the social, local,

cultural or global context.

● GLAE3 — Self-reflect and assess personal contributions for shaping and supporting the mission of their

school or organization's goals, positive school climate and environment of trust.

● GLAE4 — Apply expectations of the profession including applicable codes of ethics, professional

standards of practice and relevant law and policy.

● ESK1 — Examine previous understandings and assumptions and articulate the impact of the local/cultural

context, personal histories and relevant experiences on problem(s) of practice.

● ESK2 — Engage in iterative cycles of inquiry in collaborative educational contexts and systems to

imagine new concepts, catalyze ideas and form new solutions, guided by principles and research that

create positive change for learners.

● ESK3 — Elucidate a relevant problem of practice in their own educational context and system informed

by major theories, theorists and/or frameworks.

● ESK4 — Implement an applied research project, synthesizing the findings and defending the significance

and implications of the study as relevant to social and global context.

● ESK5 — Integrate interdisciplinary perspectives and methods to synthesize past and current experiences

and other fields of study.

Purpose of the handbook

This handbook provides guidance and information related to admission, program requirements, and general

policies and procedures. Please note that in some cases you will find differences between program policies and

requirements and ASU’s Graduate College policies and procedures. In these cases, Mary Lou Fulton Teachers

College has established higher standards. Policies and procedures are subject to change. Changes will be

communicated to students through email. Any updates to this handbook can be found on the program website.

Admission

Admission to the MEd in Elementary Education program varies by semester depending on the professional

pathway selected. Completed admission files are reviewed and admission decisions are made on a rolling basis.

Space may be limited; therefore, applicants are strongly encouraged to apply and have all application materials

on file with ASU on or before any posted deadlines. Application deadlines:

education.asu.edu/application-deadlines (See Academic Calendar for session dates)

Quick facts

● Locations:

○ Tempe campus via ASU Sync

○ ASU Online

● Number of credit hours: 40

● Online start terms: Fall, Spring and Summer

● ASU Sync start term (Tempe campus): Fall

● Immersion program fee: $1,000 ($500 each for semesters 1 and 2)

● Online program fee: $2,200

● Time to completion: Three semesters, including fall, spring and summer. Students may opt to accelerate

or decelerate their program sequence in consultation with their academic advisor and the program.

● Application deadlines: education.asu.edu/application-deadlines (See Academic Calendar for session

dates)

● Course format and delivery:

○ ASU Sync (affiliated with the Tempe campus) provides students with technology-enhanced, fully

interactive remote learning using live lectures via Zoom. It offers the benefits of face-to-face

instruction in an interactive group learning environment. Courses meet synchronously 1–2 times per

week, generally in the evenings. Although no physical classroom is assigned, MLFTC provides

drop-in space for students who want or need to attend their courses remotely from an ASU campus

(Tempe, Polytechnic or West).

○ ASU Online offers synchronous course meetings entirely online.

● Professional Pathways experiences (internships, student teaching/residency, apprentice teaching) will be

completed at an approved setting. Experiences vary based on the selected professional pathway and

certification route.

Contacts

For admission information, contact:

● ASU Sync: [email protected]

● ASU Online: [email protected]

Current students, please contact your academic advising team, Team Educator Preparation, at 602-543-6358 or

[email protected].

Graduate admission requirements

ASU maintains minimum standards for consideration for admission to graduate programs. The program may

establish requirements in excess of those established by the university.

● An earned bachelor’s degree or higher from a regionally accredited institution in the U.S., or the

equivalent of a U.S. bachelor’s degree from an international institution officially recognized by that

country.

● Maintain a B (3.00 on a 4.00 scale) grade point average in the last 60 semester hours or 90 quarter hours

of undergraduate coursework. If you do not meet the minimum GPA requirements, your application may

still be considered.

● International applicants must provide proof of English proficiency. The following are accepted to meet his

requirement

○ Test of English as a Foreign Language (TOEFL): score of at least 550 (PBT) or 80 (iBT). ASU’s

institutional code is 4007. Only electronic copies of scores are accepted.

○ International English Language Testing System (IELTS): overall band score of at least 6.5. No

institutional code is needed.

○ Individual academic units or programs may have higher requirements for English proficiency.

Academic program admission requirements (all program pathways)

In addition to the graduate admission requirements, the program requires the following as part of the application:

Personal statement — Describe the personal and professional goals that motivate you to apply for the MEd in

Elementary Education. Explain what has led you to this career path and how you will excel as an elementary

education teacher in the classroom. The admission committee pays particular attention to the quality of writing

and ideas expressed in the personal statement. The statement should be prepared in an MS Word (.doc), Rich

Text (.rtf), Portable Document Format (.pdf), or Text (.txt) file format.

Three professional references — Provide the names, email addresses and institutions or companies of

individuals who will submit electronic letters of recommendation. They should be individuals who have worked

with you in professional or academic capacities, and who can attest to your aptitude in this field and your ability to

succeed at graduate-level coursework.

Resume that includes relevant personal, professional, educational and community activities (one to two pages).

The resume should be prepared in an MS Word (.doc), Rich Text (.rtf), Portable Document Format (.pdf), or Text

(.txt) file format.

Fingerprint clearance

● Arizona residents — Include a copy of your IVP fingerprint clearance card (front and back) or Arizona

DPS fingerprint card application if you do not have the card at the time of application. Visit the DPS site

for information on applying for and receiving your IVP fingerprint clearance card.

● Non-Arizona residents — Applicants residing in another state are responsible for ensuring that they are

aware of and in compliance with their individual states’ and local district’s/school’s fingerprint and

background check requirements prior to any clinical placements in a pre-K–12 school setting.

Additional requirement for alternative teaching route applicants

Educator exam — For applicants to the program, the appropriate exams may be required prior to enrollment in

the program, depending on state requirements for certification.

Provisional acceptance guidelines

Applicants who do not meet the GPA criteria for admission but have otherwise strong applications may be

considered for provisional admission by the committee. This status provides the academic unit with an opportunity

to better evaluate the student’s academic potential. Students are notified of the provisional requirements in the

admission notice from the college.

Most provisions must be completed within the first semester of enrollment. When students have satisfied the

provisional requirements, they should confirm with their academic advisor that a change of status has been

recommended. Students with provisional admission are not eligible to submit an interactive Plan of Study — the

iPOS — until the conditions of admission have been satisfied.

Graduate Admission Services will withdraw students who have not met the provisions of their admission within the

required time frame from the degree program.

Preadmission credit policy

With the approval of the degree program and the ASU Graduate College, students may include a maximum of 12

graduate-level credit hours with grades of B or better that were not used toward a previous degree. Preadmission

credits must have been taken within three years of admission to the ASU degree program to be accepted. The

complete preadmission credit policy can be found on the Graduate College website.

Traditional certification route requirements

Students planning to enroll in the traditional certification route must meet the following additional requirements

prior to beginning their first term of professional experience:

● Submit all ASU and degree program admission materials by the posted deadline.

● Fingerprint clearance

○ Arizona Residents - Include a copy of your IVP fingerprint clearance card (front and back) or

Arizona DPS fingerprint card application if you do not have the card at the time of application.

Visit the DPS site for information on applying for and receiving your IVP fingerprint clearance

card.

○ Non-Arizona Residents - Applicants residing in another state are responsible for ensuring that

they are aware of their individual state and local district’s/school’s unique fingerprint and

background check requirements for any clinical placements in a PreK-12 school setting as well as

anticipated applicable timelines for completion of those requirements so that the applicant can

timely complete the requirements in advance of any placement. It is the applicant’s responsibility

to comply with all such requirements prior to placement.

Alternative teaching route requirements

Students planning to enroll in the alternative teaching route often require an Arizona Alternative Teaching

Certificate — or the equivalent, if completing the program outside Arizona — and must meet these additional

requirements:

● Submit all ASU and degree program admission materials by the posted deadlines.

● Fingerprint clearance —

○ Arizona Residents - Include a copy of your IVP fingerprint clearance card (front and back) or

Arizona DPS fingerprint card application if you do not have the card at the time of application.

Visit the DPS site for information on applying for and receiving your IVP fingerprint clearance

card.

○ Non-Arizona Residents - Applicants residing in another state are responsible for ensuring that

they are aware of their individual state and local district’s/school’s unique fingerprint and

background check requirements for any clinical placements in a PreK-12 school setting as well as

anticipated applicable timelines for completion of those requirements so that the applicant can

timely complete the requirements in advance of any placement. It is the applicant’s responsibility

to comply with all such requirements prior to placement.

● Confirmation of employment

○ Complete the Confirmation of Employment form to verify a full-time teaching position, signed by the

principal and the district HR department.

○ Confirmation is required after admission to the program and prior to enrolling in the first term.

○ Employment should be in a birth–grade 3 setting aligned with the student’s desired subject: public,

private, charter placements, etc. are acceptable. Alternative or non-school settings such as

correctional facilities are not permitted for this program.

● The principal, school and district must acknowledge and permit the use of videotaping technology in the

classroom for the purpose of teacher candidate evaluation.

● A supervising practitioner oversees the candidate during the Professional Pathways experience. A

supervising practitioner must be a standard certified educator currently employed by a local education

agency, private agency or other birth–grade 3 entity, and have:

○ A minimum of three full years of experience relevant to the license the candidate is seeking.

○ A current classification of effective or highly effective or effective pursuant to §15-203(A)(38), when

applicable.

○ Adequate training from a professional preparation institution.

ASU does not provide job placement assistance. Any potential teaching position is subject to approval from

the MLFTC academic program. If a teaching position does not meet the criteria of the program, the student will be

asked to secure a different position compliant with program requirements, or to enter the program via the

traditional route to certification.

Arizona-based students who are required to have an Arizona Alternative Teaching Certificate but have not

secured an alternative teaching certificate by July 15 prior to the first fall semester will not be eligible for the

Apprentice Teaching course, but still may enter the program via a route that does not require an alternative

teaching certificate. Contact your academic advising team for more information. Arizona students who hold an

emergency or long-term substitute certificate should consult with their advising team to determine which route is

best for them.

Non-Arizona students interested in completing the degree with the alternative teaching route, known in some

states as alternative pathway to certification, must ensure this pathway is eligible for initial teacher certification in

their state. Not all states accept out-of-state alternative programs for teacher certification. The alternative teaching

route is designed for teacher candidates who complete their professional experience as teachers of record, not as

interns or student teachers. Non-Arizona students who hold emergency or long-term substitute certification should

consult with their state to determine which route is best for them.

Residency information for alternative teaching route and full-time school employees

Students located in Arizona who are teaching or working full time in a school setting are eligible for in-state tuition

rates for any courses needed for initial teacher certification through the teacher waiver exception. However, the

student will still be classified as nonresident.

Nonresident students located in Arizona who meet eligibility criteria must complete the teacher waiver and receive

appropriate documentation in order to receive in-state tuition by the deadlines set by the Residency Classification

Office. Contact your advising team to obtain the authorized signature required on the coursework verification

page.

Students intending to become Arizona residents should contact the Residency Classification Office.

Access to K–8 students

Since this is a teacher preparation program, many of the courses have assignments that are field-based. Students

enrolled in the degree-only option or those who are not enrolled in a professional experience course (internship,

residency, apprentice teaching) will need to be prepared to have access to a minimum of 3–5 K–8 students who

align to their pathway.

Tuition cost and financial aid

Tuition and fees

Tuition is set by ASU and the Arizona Board of Regents each year. View the general tuition and fees schedule, or

calculate a more specific estimate of charges using the ASU Tuition Estimator. Most online courses carry

mandatory fees in addition to tuition and other university fees.

Online tuition for resident students is capped at 11 credits for graduate students. Online tuition for nonresident

students is billed per credit hour with no cap.

Financial assistance

Financial aid is available through a variety of sources. Please note that graduate certificate programs may not be

eligible for fellowships, scholarships or other funding sources.

Mary Lou Fulton Teachers College scholarships and fellowships

MLFTC offers a number of fellowship and scholarship opportunities for students. Information about these

opportunities can be found on the MLFTC website.

Opportunities available include:

● Arizona Teachers Academy scholarship

● Mary Ann Graham Johnston Memorial Scholarship

● Robert Noyce Teacher Scholarship

Graduate college fellowships

The Graduate College offers a number of fellowships to graduate students at ASU. Information about fellowship

opportunities can be found on the Graduate College website.

Opportunities available include:

● Coverdell Fellowship for Returned Peace Corps Volunteers

● Graduate College Fellowship

● Completion Fellowship

Financial aid

For information about financial aid related to this program, visit the Financial Aid website.

ASU payment plan

If tuition is not paid by the applicable tuition due date, or financial aid is not awarded and accepted by the due

date, you will be automatically enrolled in the ASU payment plan and charged a nonrefundable enrollment fee.

AmeriCorps

Students in a program which receives AmeriCorps assistance will receive the monies in their second year only.

The student will need to pay for their courses (through personal payment or financial aid) for that year and will be

refunded the monies by ASU after the semester begins.

Curriculum and graduation requirements

Program requirements

Students in the MEd Elementary Education (Teacher Certification) program complete 38 credits of graduate

coursework, including a culminating experience. Coursework required for teacher certification is incorporated into

coursework required for the master’s degree and varies by professional pathway.

Courses in this program are offered in a predetermined sequence that may include summer terms. Summer

enrollment may be necessary to complete program requirements. The course sequence is based on your program

pathway. Your academic advisor will provide you with the appropriate course sequence upon admission to the

program. If you take a course out of sequence, your time to degree completion or financial aid eligibility may be

affected as not all courses are offered every session.

Course sequences detailing specific course offerings are found on the MLFTC Graduate Student Success Site.

Program of study

The course sequence is based on your program pathway. Your academic success specialist will provide you with

the appropriate course sequence upon admission to the program. If you take a course out of sequence, your time

to degree completion or financial aid eligibility may be affected as not all courses are offered every session.

Required core (8 credits)

TEL 510

Instructional Design, Planning and Assessment

TEL 511

Research and Evaluation in Education

TEL 517

Creating Equitable Learning Environment: Decision-making and Action

TEL 572

Educator Scholar Community III

Concentration requirements (20 credits)

EED 532

Literacy Methods of Instruction and Assessment for Diverse Learners

EED 534

Social Studies Methods and the Arts

EED 529

Science Methods and Assessment

EED 537

K–8 Mathematics Methods and Assessment

TEL 502

Exploration of Education: Child/Adolescent Development and

Foundations of Special Education

TEL 531

Foundations of Literacy: The Science of Reading

TEL 540

Cultivating Networks of Culturally Responsive Relationships among

Families, Communities and Cultures

TEL 570

Educator Scholar Community I

TEL 571

Educator Scholar Community II

Other requirements (6 credits) — Choose one of the following certification routes

Alternative teaching certification route — At least 4 credits must be Apprentice Teaching, Students switching

routes from traditional certification may substitute Student Teaching for 2 credits of Apprentice Teaching with

permission of the program.

● EED 571 Apprentice Teaching I (2)

● EED 572 Apprentice Teaching II (2)

● EED 579 Apprentice Teaching III (2)

● EED 557/567 Internship II (2)

● EED 576 Internship III (2)

Traditional certification route — At least 2 credits must be Internship and at least 2 credits must be Student

Teaching. Students switching routes from alternative certification may substitute Apprentice Teaching for Student

Teaching with permission from the program.

● EED 557 Internship I (2)

● EED 567 Internship II (2)

● EED 576 Internship III (2)

● EED 596 Residency III (credits)

● EED 578 Student Teaching in Secondary Education (2)

Electives (3 credits) — Students select three credits (one course) from the following list, or may select another

course in consultation with their academic advisor and program.

● ELL 515 Structured English Immersion

● RDG 510 Literacies, Digital Technologies and Learning

● RDG 515 Multimodal Literature for Children and Adolescents

● RDG 518 Supporting Language and Literacy for Diverse Learners

● RDG 519 Teaching Writing

● BLE 534 Language, Policy and Power: Past and Present

● BLE 535 Sociolinguistic Issues in Bilingual Education

● BLE 536 Education for Social Transformation

● BLE 537 Linguistics for Educators

● SPE 564 Controversial Therapies: Science, Fad and Pseudo-Science

● SPE 598 Advanced Applications of Applied Behavior Analysis

● GLE 502 Inquiry in Global Education

● SPE 521 Foundations of Autism Spectrum Disorders

● SPE 566 Applied Behavior Analysis in Inclusive Settings

● SPE 541 Consultation Frameworks and Issues

● SPE 525 Measurement, Data Display, Interpretation and Experimental Design

● SPE 520 Verbal Behavior

Culminating experience (3 credits)

EED 593

Applied Project

Total credits required for degree

Curriculum and tuition are subject to change based on ABOR and ADE updates and requirements

Culminating experience

Students are required to complete an applied project, working with their instructor to engage in an action research

cycle, critically evaluate education research related to an action research problem, apply education concepts to

professional experience, and reflect on their practice to modify and improve instruction. Students enrolled in the

elementary education program of study engage in this process in a two-course format, formulating individual

proposals in TEl 511 Research and Evaluation in Education, and carrying out their individual action plan with the

assistance of their instructor in the applied project course (EED 593).

A successfully completed applied project constitutes the culminating experience for the master’s degree. Students

must earn a grade of B or higher in the culminating experience course.

Professional certification routes requirements

Coursework for the degree is the same for either route to certification and includes clinically embedded

assignments to connect theory and practice in the classroom through professional experiences. Students take

classes via Zoom one or two nights per week or in a fully online modality.

Master’s students take a minimum of six credits of professional experience throughout the program. To meet

certification requirements, students must successfully complete either one semester of student teaching

(traditional route) or two semesters of apprentice teaching (alternative route). The additional professional

experiences beyond the certification requirement can be through internships, apprentice teaching or an additional

student teaching/residency experience.

Students in the traditional route must complete:

● One semester of internship prior to applying to student teaching

● One semester of student teaching

● One of:

○ An additional student teaching course

○ Apprentice teaching

○ An additional internship course

Alternative route — Students must complete a minimum of two semesters of apprentice teaching. Apprentice

teaching courses are offered as an alternative route to teacher certification for students who are full-time teachers

of record in an approved content area on the Alternative Teaching Certificate from the Arizona Department of

Education (or out-of-state comparable certificate), while completing classes for the MEd and certification. For their

third professional experience course, students can take either an internship, an additional apprentice teaching

course, or student teaching.

Interactive Plan of Study

All ASU graduate students are required to complete and submit a plan of study online through the My ASU

interactive Plan of Study. The iPOS must be submitted and approved prior to completing 50% of the coursework

required for your program.

Students are encouraged to schedule an appointment with their MLFTC advising team to discuss their plan of

study and how to complete the iPOS. After submitting the iPOS, your advising team will approve it. The Graduate

College has final approval over all iPOS submissions.

When evaluating your iPOS, your advising team will check to ensure all required coursework is included as part of

your plan and that you are planning to take courses in the appropriate sequence/order. Your advising team will

send your iPOS back to you for revision if it is incorrect.

Teacher certification

The Arizona Department of Education approves and recognizes teacher and administrator preparation programs

offered by ASU as providing the academic knowledge and experiential expertise required of graduates to apply for

Arizona certification. Graduates of MLFTC teacher preparatory programs qualify to apply for certification or

licensure in many, but not all, states and territories, either directly or through reciprocity.

ASU provides information from state websites on the professional licensure page. Still, students are encouraged

to confirm the regulatory requirements needed to apply for certification or licensure in the states in which they are

interested in working, including additional subject testing and background checks or professional experience

requirements. For answers to specific questions, contact [email protected].

Institutional recommendation for Arizona teacher certification

Graduates completing MLFTC teacher preparatory programs are eligible for an Institutional Recommendation

allowing them to satisfy academic requirements for teacher certification in the state of Arizona. Graduates seeking

certification or licensure in other states may need or want to become certified in Arizona first and then transfer that

certification to other states via reciprocity. Prospective students can use the professional licensure page to

determine if reciprocity or direct application is the preferred option in the states in which they are interested in

teaching. Prospective students are encouraged to contact their states of interest to confirm the MLFTC

preparatory programs they are interested in will lead to certification or licensure.

Arizona and U.S. Constitution requirements

Students have three years under a valid teaching certificate to fulfill the Arizona Department of Education

requirements for Arizona and U.S. Constitution exams, unless they are teaching an academic course on history,

government, social studies, citizenship, law or civics, in which case they have one year to fulfill the requirements.

Students may take courses through ASU or a community college, or take the Constitutions of the United States

and Arizona (33) Arizona Educator Proficiency Assessment exam to fulfill the requirements.

Structured English Immersion

The SEI course is part of the curriculum of Master of Education programs as an option for students who need to

meet the SEI endorsement requirement for their certificate. For those teaching in an English Language

Development classroom on an Alternative Teaching Certificate, ADE requires the SEI course to be completed

before issuing an alternative teaching certificate. The SEI endorsement workshop or course may be taken

through other ADE-approved SEI endorsement training providers. Confirm with your school district or charter

school if your teaching placement is considered an SEI classroom.

Certification examinations

No exams are required for admission to the Graduate Certificate in Teaching program. Completion of

state-required exams prior to program completion is recommended. State-required exam information can be

found on the ADE website.

Additional states and territories

Full reciprocity is not available in many states, and transcript reviews, further testing and completion of additional

coursework may be required based on a state’s certification or licensure policies.

MLFTC collects and provides certification and licensure information from each state, district and territory to aid

prospective students in program and career decision-making. However, each state’s policies and practices are

subject to change and are open to interpretation that can change at any time. Prospective students are strongly

encouraged to contact their states of interest to confirm they can meet all certification, academic and professional

requirements before making enrollment decisions.

There are elective courses and other options that can help students prepare for unique academic requirements in

the states they desire to teach. Please contact advising at [email protected] to ensure academic

requirements can be met before applying for certification or licensure outside Arizona.

Satisfactory Academic Progress and Professional Conduct Policy

Students are expected to familiarize themselves with the policies and procedures listed in the MLFTC Satisfactory

Academic Progress and Professional Conduct policies, and understand Graduate College policies related to

academic progress found on the Graduate College Policy and Procedure website. This is not a complete

representation of the current SAPPC policy, which includes policies and procedures regarding academic

progress, professional experiences, and appeals and grievances. Students are expected to read and understand

the policy in its entirety.

To remain in good standing in Mary Lou Fulton Teachers College, students must maintain satisfactory academic

progress consisting of both academic performance and adherence to MLFTC’s Professionalism Standards. This

document sets forth the standards and expectations for “satisfactory academic progress” and “good standing” for

undergraduate and graduate students and explains the consequences of failure to meet these standards.

In addition to the policies stated herein, students are expected to abide by applicable ASU 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/or school in which they are engaged

in field experience or residency. 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 ASU Graduate College policies.

Title IX

ASU prohibits all forms of discrimination, harassment and retaliation. Read ASU’s Title IX policy. 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 operated by the university, including in admission and employment. Inquiries

concerning the application of Title IX may be referred to the Title IX Coordinator or to the U.S. Department of

Education, Assistant Secretary, or both. Contact T[email protected] or 480-965-0696 for more

information. The Title IX office is located at 1120 S. Cady Mall, INTDSB 284. For information on making a report,

visit ASU’s Report It! page.

Student responsibility

All students are expected to be familiar with and abide by university and program policies and procedures. Visit

the following websites for policy and procedure information:

● ASU Graduate College policy manuals

● ASU Graduate College Policies and Procedures

● Mary Lou Fulton Teachers College student forms and policies

Student email

Email is a primary form of communication between MLFTC and students in the program. Students are expected to

check their ASU student email account regularly to ensure timely receipt of information from faculty and staff.

Harassment

ASU is committed to providing an environment free of discrimination, harassment or retaliation for the entire

university community. ASU expressly prohibits discrimination, harassment and retaliation by employees, students,

contractors or agents of the university based on any protected status: race, color, religion, sex, national origin,

age, disability, veteran status, sexual orientation, gender identity and genetic information. More information on

ASU’s policy on discrimination, harassment, and retaliation

Academic integrity

Integrity is a character-driven commitment to honesty, doing what is right and guiding others to do what is right.

ASU students and faculty are expected to act with integrity in their educational pursuits.

The ASU student Academic Integrity Policy lists violations in detail. These violations fall into five broad areas that

include but are not limited to:

● Cheating on an academic evaluation or assignment

● Plagiarizing

● Academic deceit, such as fabricating data or information

● Aiding academic integrity policy violations and inappropriately collaborating

● Falsifying academic records

Student Code of Conduct

The ASU Student Code of Conduct sets forth the standards expected of students who choose to join the

university community. Students who violate these standards will be subject to disciplinary sanctions to promote

their own personal development, to protect the university community and to maintain order and stability on

campus. All students are likewise expected to adhere to the Arizona Board of Regents Student Code of Conduct.

Complete resources regarding policies related to the ASU Student Code of Conduct

Graduate College and graduate student responsibilities

Graduate students are responsible for familiarizing themselves with all university and graduate policies and

procedures. Each student should also communicate directly with their academic unit to be clear on its

expectations for program completion.

Information is provided to students via My ASU. Students should frequently check their My ASU page for the most

up-to-date information regarding their status, holds, items to attend to and other important information.

The Graduate College establishes policies that are consistent for all graduate students throughout the university.

These policies include, but are not limited to:

● Maintaining continuous enrollment

● Completion of the interactive Plan of Study

● Maximum time limit for completing degrees

● Preadmission credit

● Academic progress

● Graduate degree requirements

Students are responsible for understanding the policies set by the Graduate College. Complete policies and

procedures for graduate students can be found on the Graduate College website.

Policies and procedures

Registration and drop/add policies

All students are required to have proof of measles immunizations on file with Student Health prior to registration.

Graduate students register through My ASU according to their enrollment appointment.

Complete details regarding registration and course drop/add procedures are provided in the Registration and

Tuition Payment Guide.

Enrollment verification guidelines

The University Registrar’s Office will verify student enrollment each semester. Full-time and half-time credit

requirements can be found at Enrollment and degree verification.

Note for students in online programs: Typical enrollment in MLFTC online master’s degree programs is six credits

per semester. This is generally considered half time for enrollment verification purposes. Students beginning

online programs in B sessions typically register for three credits in the first term, which is considered less than half

time. Typical enrollment in graduate certificate programs is 3–6 credits per semester.

Maximum course load

MLFTC provides recommended course sequences for all graduate programs to guide students in their registration

each term. Students are encouraged to follow the course sequence for their program or to discuss any alterations

with an academic advisor. Course sequences are developed with program progression and student success in

mind. The Graduate College does not mandate a maximum course load for graduate students. Anything in excess

of 18 semester credit hours requires override approval.

Some MLFTC programs restrict the number of credit hours students may take within their academic program.

Please consult your academic advisor if you have questions about your course sequence or the number of credits

you may take in any given term.

Continuous enrollment

Once admitted to a graduate degree or graduate certificate program, students must be registered for a minimum

of one credit hour during all phases of their graduate education, including the term in which they graduate. This

includes periods when students are engaged in research, conducting a doctoral prospectus, working on or

defending theses or dissertations, taking comprehensive examinations, taking Graduate Foreign Language

Examinations, or in any other way utilizing university resources, facilities or faculty time.

Registration every fall and spring semester is required. Summer registration is required for students taking

examinations, completing culminating experiences, conducting a doctoral prospectus, defending theses or

dissertations, or graduating from the degree program.

To maintain continuous enrollment the credit hour(s) must:

● Appear on the student’s iPOS, or

● Be research (592, 792), thesis (599), dissertation (799) or continuing registration (595, 695, 795) or

● Be a graduate-level course.

Grades of W or X are not considered valid registration for continuous enrollment purposes. W grades are received

when students officially withdraw from a course after the drop/add period. X grades are received for audit credit.

Students completing work for a course in which they received an I grade must maintain continuous enrollment as

defined previously.

Request to maintain continuous enrollment (leave of absence)

Graduate students planning to discontinue registration for a semester or more must submit a Request to Maintain

Continuous Enrollment form. This request must be submitted and approved before the anticipated semester of

nonregistration. Students may request to maintain continuous enrollment without course registration for a

maximum of two semesters during their entire program.

Having a Graduate College-approved Request to Maintain Continuous Enrollment will enable students to re-enter

their program without reapplying to the university. Failure to maintain continuous enrollment results in withdrawal

from the academic program. Students removed for this reason may reapply for admission to resume their

program. The application will be considered along with all other new applications to the program.

A student with a Graduate College-approved Request to Maintain Continuous Enrollment is not required to pay

tuition and/or fees but is not permitted to place any demands on university resources. These resources include

university libraries, laboratories, recreation facilities or faculty time.

Voluntary withdrawal

To withdraw from a graduate program and the university, students must complete the Voluntary Withdrawal form.

Submitting a voluntary withdrawal form does not remove a student from courses. Students must file separately

with the University Registrar’s Office to drop any courses.

Medical/compassionate withdrawal

A student may be eligible for a medical/compassionate withdrawal if the withdrawal is due to extenuating

circumstances such as a previous serious physical or mental illness (medical withdrawal) or the death or serious

illness of a family member (compassionate withdrawal). To request a medical or compassionate withdrawal,

students must submit a Request for a Documented Medical/Compassionate Withdrawal.

Maximum time limit to complete degree

Master’s degree — All work toward a master’s degree must be completed within six consecutive years. The six

years begin with the semester and year of admission to the program. Graduate courses taken prior to admission

that are included on the plan of study must have been completed within three years of the semester and year of

admission to the program.

Doctoral degree — Doctoral students must complete all program requirements within a 10-year period. The

10-year period begins with the semester and year of admission to the doctoral program. Graduate courses taken

prior to admission that are included on the iPOS must have been completed within three years of the semester

and year of admission to the program. (Previously awarded master’s degrees used on the plan of study are

exempt.)

Any exception to the time limit policy must be approved by the supervisory committee, the head of the academic

unit and the dean of the Graduate College. The Graduate College may withdraw students who are unable to

complete all degree requirements and graduate within the allowed maximum time limits.

Student support resources

MLFTC Office of Student Services

Academic advising

All graduate students are assigned an academic advising team when admitted to a degree or certificate program.

Academic advising contact information can be found on My ASU under “Academic Advising.”

Academic advisors work with students from admission to program completion and are the primary point of contact

with the college. They can help students navigate program and degree requirements, registration, college and

university policy, and can connect students to other resources as needed.

Students are encouraged to use the MLFTC Graduate Student Resource Site for general information about

programs, processes and policies that may be specific to the academic program or college.

● Phone: 602-543-6358

● Email: [email protected]

Students can expect a response from a member of their academic advising team within 24–48 business hours.

During times of peak volume, please allow up to 72 hours for a response. For urgent needs, contact

602-543-6358 to be connected with any available academic advisor.

Academic and professional development resources

ASU Libraries

The ASU library system gives you access to more than 32,000 electronic journals, 281,000 electronic books and

300 research databases online. Library support in person, through email, phone and chat is also available. You

are encouraged to explore the resources offered by the ASU Libraries including:

● ASU Online Library Guide

● Education subject course guide

● Research Databases

ASU Writing Center

MLFTC expects that all submitted contributions in graduate-level courses will be of professional quality. Unless

specifically stated, all assignments should conform to APA style. Graduate Academic Support Center

Career services

Students are encouraged to explore resources available through the ASU Career and Professional Development

Services Office. Services and events offered:

● Resume workshops and critique

● Career mixers

● Job search strategies

● Interviewing skills and mock interviews

Student support services

ASU Online student support and services

Students in online programs have access to dedicated support through success coaches and student services

staff. Success coaches and contact information are listed on the student’s My ASU page. ASU Online

International Student and Scholars Center

The ASU International Student and Scholars Center provides a number of services and resources to international

students. ASU International Student and Scholars Center

Health Services

ASU Health Services is dedicated to the well-being and educational success of each student by providing

high-quality health care that is accessible, affordable and compassionate. Students can access health services by

appointment online or in person, or by walk-in for immediate concerns. ASU Health Services

Counseling services

Counseling and mental health services are provided at ASU’s Downtown, Polytechnic, Tempe and West

campuses. ASU students may seek services at any campus counseling center regardless of their college

affiliation. Visit ASU Counseling Services for complete information regarding these services, including after-hours

and weekend support. Support is available 24/7. For life-threatening emergencies, call 911.

Student Accessibility and Inclusive Learning Services

MLFTC 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 SAILS. MLFTC encourages admitted students who believe they may need an accommodation to register with

SAILS prior to enrolling in the program. Student Accessibility and Inclusive Learning Services

Veterans and Military Affairs Office

MLFTC values the exceptional contributions of our veterans and welcomes current and former members of the

military and their dependents as students preparing for careers in the education field. Veterans in Education

The Pat Tillman Veterans Center is available to student veterans and their dependents with locations on four

campuses and online. Pat Tillman Veterans Center website

Graduate and Professional Student Association

Business and Finance Services

Parking and transit

The ASU Transportation website has complete information about policies and procedures related to parking and

transit, including parking passes, public transit and campus shuttle information.

Student Business Services

Student Business Services offers a variety of student account services including tuition and billing, student

refunds (including financial aid), receipt and payment processing, support for past-due accounts, third-party

sponsorship assistance and Perkins Loan repayment. Student Business Services

Sun Devil Card Services

ASU students may choose between the Pitchfork ID and the basic Sun Card to use as an official university ID

card. ASU Sun Devil Card Services

Campus amenities

Housing

Living at ASU promotes creative connections and innovation inside and outside the classroom, providing a

supportive, close-knit environment designed to set you up for success. University Housing

Dining services

Sun Devil Dining offers quality, value, variety and convenience with more than 50 dining locations, including dining

halls, fast-casual restaurants, cafes and on-campus markets. Sun Devil Dining

Other departments and services

Provost’s office

The Office of the University Provost provides leadership for all of the university’s campuses and academic

programs, fostering excellence in teaching, research and service to the community. Office of the University

Provost

IT help office

The University Technology Office embraces its roles as an enabler and a catalyst for advancing the vision and

work of the New American University. Students can access the service center from their My ASU page. University

Technology Office

ASU Safety and Security

ASU provides a safe, healthy and secure environment. Maintaining a healthy and secure campus community for

students, staff and faculty means knowing what to do in the event of an emergency and having the right tools to

respond. For information related to ASU safety practices and policies, visit ASU Safety. For information related to

the ASU police department, visit ASU Police Department.