Stage II: 12 Capacity and Resources

Criterion 12	Submission Requirements	Artifacts to Submit
An institution must submit a Capacity and Resources plan providing information about how it will sustain the educator preparation program(s) through a two- to four-year provisional approval (if granted) at a minimum. The institution must submit a plan to teach out candidates if, for some reason, the institution is unable to continue providing educator preparation program(s).	(a) Provide a copy of the most recent audited budget for the institution.	Arizona State University Annual Comprehensive Financial Report, 2024
	(b) Provide a proposed operational budget for the educational unit.	D1 Operational Budget
	(c) Provide information about instructional and support personnel for the educational unit that will be employed or will provide services to candidates in the first two to three years of the program’s operation. This information shall include, but not be limited to, the following: • Instructional personnel (e.g., director(s), program coordinator(s), etc.) • Number and type of faculty (e.g., full-time, part-time, adjunct, etc.) • Support providers and/or coaches	Instructional and support personnel for proposed CA programs The dean of the Mary Lou Fulton College for Teaching and Learning Innovation (MLFC) provides overall leadership for the college. Within MLFC, the vice dean for the Division for Advancing Educator Preparation oversees all educator preparation programs leading to certification, including the proposed California (CA) programs. Instructional personnel The proposed CA programs will be integrated into the Graduate Educator Pathways within the Division for Advancing Educator Preparation. Key instructional personnel include: • Associate Division Director: Supports faculty and ensures continuous program improvement. • Assistant Division Director: Collaborates with the associate division director to enhance program operations. • Area Leads (Graduate Teacher Preparation Program Coordinators): Oversee specific content areas and support program delivery: • Early childhood area lead • Elementary area lead • Secondary area lead • Special education area lead The division currently employs 123 full-time faculty members across tenure, tenure-track and career-track positions. Additionally, part-time and adjunct faculty are hired each semester as needed to fill teaching vacancies. Instructional staffing model for online programs For online courses, MLFC uses a lead instructor and co-instructor staffing model: • Lead Instructor: A full-time faculty member with content expertise who typically serves as the course coordinator. The lead instructor has a reduced student teaching load to focus on maintaining course quality and consistency. • Co-Instructors: Qualified instructors with expertise in the course content are hired as enrollment increases. To maintain instructional quality, MLFC ensures a maximum student-to-instructor ratio of 30:1. Enrollment is closely monitored at the start of each semester by the MLFC Academic Operations Scheduling and Staffing Team. Additional co-instructors are hired as needed to maintain this ratio. Support providers and coaches Support providers for the proposed CA programs will include faculty advisors, instructional coaches and area-specific leads who are accessible to full- and part-time faculty for academic and professional guidance. Evidence of capacity MLFC has a proven track record of hiring and managing part-time faculty to meet enrollment demands. The part-time staffing counts spreadsheet documents a four-year history of part-time faculty employment within the Division for Advancing Educator Preparation, showcasing the division’s ability to adapt staffing levels as needed. This structure ensures that students in the proposed CA programs will receive high-quality instruction and consistent support throughout the first two to three years of operation.
	(d) Provide the criteria and/or minimum qualifications for each of the positions noted in element (c) above.	Dean Required qualifications: Terminal degree (PhD or EdD) in education or a closely related field. Current or previous tenured professor position in education or a related field. Master’s degree in higher education administration or equivalent experience in educational leadership. Documented record of excellence in teaching, research and service. Substantial administrative experience at the collegiate level, including managing operations and leading diverse teams. Demonstrated success in designing, implementing and evaluating educational programs. Strong financial literacy and experience managing budgets in a higher education setting. Exceptional communication skills, including public speaking and professional writing. Proven organizational and leadership abilities, with a track record of building collaborative relationships across programs and organizations. Vice Dean of the Division for Advancing Educator Preparation Required qualifications: Terminal degree (PhD or EdD) in education or a closely related field. Current or previous tenured professor position in education or a related field. At least five years of leadership experience in teacher preparation programs. Demonstrated experience working with both undergraduate and graduate students. Familiarity with state and national accreditation processes and standards in educator preparation. Proficiency in integrating technology to enhance teacher preparation programs. Demonstrated ability to write detailed reports and documents for internal and external audiences. Strong communication, organizational and problem-solving skills. Proven ability to collaborate effectively with diverse stakeholders, including faculty, staff and community partners. Experience interpreting and applying state and federal guidelines. Ability to work effectively under deadlines and manage multiple priorities simultaneously. Associate Division Director for Graduate Educator Pathways Required qualifications: Master’s degree or higher in education or a related field from an accredited university. Five or more years of experience in teacher preparation at the collegiate level. Extensive knowledge of state and national teaching standards, including Arizona Educator Preparation Standards, InTASC, Arizona PK-12 Teaching Standards, California Teaching Performance Expectations, California Content Standards, and EdTPA. Demonstrated understanding of current research and evidence-based practices in teacher preparation. Assistant Division Director for Graduate Educator Pathways Required qualifications: Master’s degree or higher in education or a related field from an accredited university. Four or more years of experience in teacher preparation at the collegiate level. Demonstrated knowledge of evidence-based practices and research in teacher preparation. Familiarity with teacher preparation practices and standards in both Arizona and California. Graduate Pathway Area Lead Required qualifications: Master’s degree or higher in the content area or a related field from an accredited university. Minimum of four years of experience working within the pathway at MLFC. Demonstrated expertise in current practices and research for the specific pathway. Clinical Assistant Professor Required qualifications: Master’s degree or higher in the content area or a related field from an accredited university. Five or more years of relevant teaching experience in the field. Demonstrated knowledge of evidence-based practices and research within the pathway. Tenured/Tenure-Track Professor Required qualifications: Terminal degree in education or a related research area from an accredited university (completed by the time of appointment). For early-career faculty: Evidence of an emerging program of research and scholarship through high-quality, peer-reviewed publications and potential for securing extramural funding. For senior faculty: Established program of research as evidenced by extramural funding and peer-reviewed, high-quality publications and dissemination activities. Co-Instructor, Part-Time Faculty Required qualifications: Master’s degree or higher in the content area or a related field from an accredited university. Three or more years of teaching experience in the relevant pathway area. Experience teaching in an online environment.
	(e) Provide evidence of TK-12 partnerships for the purposes of providing fieldwork.	Evidence of TK-12 partnerships for providing fieldwork experiences The Mary Lou Fulton College for Teaching and Learning Innovation (MLFC) has established a strong foundation of TK-12 partnerships across Arizona and California, which are critical for ensuring high-quality fieldwork experiences for teacher candidates. These partnerships demonstrate MLFC’s capacity to build, sustain and expand collaborative relationships with school districts, benefiting both teacher preparation students and the partnering schools. Arizona partnerships MLFC maintains partnerships with approximately 15 school districts across metropolitan Phoenix and adjoining cities, as well as additional sites in Yuma and Gila Valley in collaboration with Arizona Western College (Yuma) and Eastern Arizona College (Thatcher). These collaborations provide teacher candidates with diverse fieldwork opportunities while supporting local schools with much-needed instructional assistance. To strengthen these partnerships, MLFC sponsors quarterly Superintendents’ Roundtable meetings, inviting all Arizona partners to collaborate on the implementation of MLFC programs and initiatives. Additionally, monthly district partnership meetings with district-level administrators, school principals, lead teachers, mentors and MLFC faculty allow for continuous evaluation of teacher candidate performance in both fieldwork and coursework. California partnerships As of fall 2024, 86 MLFC graduate teacher preparation students are residing in California. To meet the fieldwork needs of this growing population, MLFC has developed robust partnerships with over 90 schools and districts across California, spanning urban, suburban and rural communities. These partnerships are strategically located in diverse regions, including: Major metropolitan areas: Los Angeles, San Diego, San Francisco Additional communities: Riverside, Oakland, Long Beach This extensive network provides teacher candidates with opportunities to engage in varied educational settings, enabling them to adapt to different school cultures, student demographics and instructional practices. These partnerships also directly support California schools by addressing staffing needs, introducing innovative teaching practices and fostering relationships with a pipeline of emerging educators. Process for matching students with fieldwork experiences MLFC employs a personalized and strategic placement process to ensure fieldwork experiences align with both student goals and partner school needs: Collaboration with partner schools: The Professional Education Services (PES) team collaborates with school administrators to identify placement opportunities that suit the instructional needs of the school and the professional interests of the student. Consideration of key factors: Factors such as location, school culture, grade levels and subject area expertise are carefully considered to ensure mutually beneficial placements. Finalizing placements: Once potential matches are identified, PES coordinates with schools to confirm placements, ensuring that candidates are prepared to contribute effectively from the outset. Support provided by the Professional Education Services (PES) team The PES team plays a pivotal role in ensuring the success of MLFC teacher candidates in their fieldwork experiences: Placement coordination: PES works closely with partner schools to coordinate placements and maintain open communication throughout the field experience. Ongoing mentorship: Teacher candidates receive consistent mentorship and support from MLFC faculty, including guidance on classroom management, professional standards and meeting fieldwork objectives. Continuous quality assurance: PES collaborates with MLFC faculty, school mentors and the graduate advising team to monitor student progress and address any challenges promptly. Demonstrating capacity for sustained partnerships MLFC’s success in forming and maintaining partnerships is evidenced by its long-standing relationships with school districts in Arizona and its growing network of schools in California. These partnerships are strengthened through regular collaboration, clear communication and a commitment to addressing the evolving needs of both students and schools. By leveraging its established infrastructure and support systems, MLFC ensures that teacher candidates receive high-quality field experiences that prepare them to excel as educators.
	(f) Provide information demonstrating sufficient facilities and/or digital learning platforms for candidates.	Evidence of facilities and digital learning platforms for candidates Arizona State University (ASU) is a leader in digital education, offering candidates access to state-of-the-art digital learning platforms and support systems that enable dynamic, interactive and accessible learning experiences. Two key components — The Office of Digital Learning within the Mary Lou Fulton College for Teaching and Learning Innovation (MLFC) and EdPlus, an enterprise unit at ASU — demonstrate the institution’s ability to meet the diverse needs of online learners and provide world-class digital education at scale. Office of Digital Learning The Office of Digital Learning, housed within MLFC, is integral to delivering high-quality digital learning experiences. This office supports faculty and students through: Instructional design expertise: A dedicated team of instructional designers collaborates with faculty to develop, refine and sustain online courses and programs. These experts ensure that course content is engaging, pedagogically sound and aligned with program goals. Digital learning platforms: The office oversees a suite of advanced digital tools and platforms tailored to the needs of online and hybrid learners. Key features include: Virtual classrooms that support real-time, interactive learning experiences Multimedia-rich content designed to engage diverse learners Adaptive learning tools that personalize instruction based on student performance and progress Analytics-driven insights to monitor student engagement and outcomes, enabling targeted support Accessibility and usability: The Office of Digital Learning prioritizes accessibility, ensuring all digital platforms comply with accessibility standards and meet the needs of diverse learners. This infrastructure enables students to succeed in dynamic, flexible online environments while providing faculty with the tools to deliver exceptional instruction. EdPlus at ASU EdPlus is ASU’s enterprise unit for digital education, exemplifying the university’s commitment to scaling high-quality online learning models. Key contributions of EdPlus include: Scalable online ecosystems: EdPlus manages the design and delivery of all ASU Online programs, supporting tens of thousands of students globally. It ensures seamless integration of cutting-edge technologies into online education, including cloud-based learning management systems (LMS), mobile-friendly platforms and secure online assessment tools. Innovative instructional design: EdPlus employs evidence-based design principles to create courses that are engaging, academically rigorous and aligned with the latest research in digital education. Comprehensive support: Students benefit from round-the-clock technical and academic support, while faculty receive ongoing training and resources to optimize their use of digital platforms. Data and analytics: Advanced analytics systems provide real-time feedback on student performance, allowing instructors to intervene early and tailor support for individual learners. Commitment to excellence in digital learning ASU’s investments in digital learning infrastructure, combined with the expertise of the Office of Digital Learning and EdPlus, position the university as a global leader in online education. These resources ensure that candidates in the Mary Lou Fulton College for Teaching and Learning Innovation have access to: Flexible, high-quality learning environments tailored to their needs Tools and technologies that foster engagement and academic success Ongoing support to navigate challenges and achieve their educational goals Through its innovative and scalable digital learning platforms, ASU demonstrates its capacity to prepare candidates for success in today’s dynamic educational landscape, reinforcing its reputation as a model institution for online and hybrid education.
	(g) Provide a plan to teach out candidates if, for some reason, the institution is unable to continue providing the proposed educator preparation program(s), including program closure.	Teach-out plan for candidates in the event of program closure Mary Lou Fulton College for Teaching and Learning Innovation (MLFC) is committed to supporting students in completing the program they started, even in the unlikely event of program discontinuation. Our extensive experience in program management and commitment to student success ensures a well-structured and transparent teach-out process. Below is our plan, aligned with the ASU Graduate College Policy Manual and our Statement of Assurance: Notification of program closure The associate division director will formally notify the admission office at ASU to close applications for future semesters, ensuring no new students are admitted into the program. The associate division director will also notify the executive director of marketing and advancement to remove the program from the MLFC website and cease all recruitment activities. EdPlus will be informed of the closure to discontinue all advertising efforts for the affected program(s). Advising and support for current students The associate division director will immediately engage with the Graduate Advising Team to develop a detailed plan for supporting all currently enrolled students. This plan will include an audit of each student’s progress and a pathway for completing their degree requirements. Per ASU Graduate College policy, active students in a disestablished program are guaranteed the ability to complete their program of study, provided they maintain continuous enrollment and satisfactory academic progress. Course availability and scheduling The associate division director, in collaboration with the Graduate Advising Team, will meet regularly to determine the specific courses required by students in the teach-out plan. Courses critical to the teach-out process will be prioritized and scheduled in a timely manner to ensure that all students can complete their program without delay. Communication with stakeholders Students will receive clear, ongoing communication about their options, the teach-out plan and available support services. Faculty, staff and external stakeholders (e.g., fieldwork placement partners) will also be kept informed to ensure a smooth transition for all involved. Support services MLFC will provide additional advising and academic support to affected students, including dedicated advising sessions, access to mental health resources and career counseling as they transition through the program’s completion. Faculty and staff involved in the teach-out plan will be trained to address student concerns and maintain the high-quality standards MLFC is known for. Experience in managing program changes MLFC has successfully managed program transitions and adjustments in the past, demonstrating its ability to maintain student satisfaction and program integrity during times of change. Our proactive approach ensures that no student is left without a clear and feasible pathway to completing their educational goals. Through this comprehensive and student-centered teach-out plan, MLFC reaffirms its dedication to upholding the academic and professional aspirations of its candidates, even under challenging circumstances.
	Submission requirements for institutions that already offer educator preparation programs outside of California: (h) Provide all relevant information about how the instructional services will be delivered to candidates. • For instance, will faculty and instructional personnel be located in the institution’s home state (or any other state outside of California) and provide services via technology to California candidates?	Instructional services delivery to candidates The Division for Advancing Educator Preparation (DAEP), part of the Mary Lou Fulton College for Teaching and Learning Innovation (MLFC), is headquartered at Arizona State University (ASU) in Tempe, Arizona. This centralized location enables seamless coordination of leadership and instructional services for all educator preparation programs. Below is an outline of how ASU’s infrastructure, resources and support systems meet the needs of California candidates: Faculty and instructional personnel Full-time faculty: Based in Arizona, full-time faculty members are experts in their fields and leverage their expertise to deliver high-quality instruction and personalized support to students. As our CA program enrollment grows, we will hire full-time faculty who reside in CA. Part-time faculty: Part-time faculty members reside in either Arizona or California, ensuring a local presence and deeper understanding of the California educational context, including state-specific standards and practices. Graduate advising and support services The Graduate Advising Team, based in Arizona, is highly experienced in providing remote, comprehensive support to students. With a proven track record of successfully advising online graduate teacher preparation students for Arizona certification, the team is well-prepared to extend the same high-quality support to California candidates. Advising is conducted through virtual platforms, including video conferencing, phone, and email, ensuring accessibility and timely assistance for all students, regardless of their location. Learning management system and access to resources ASU utilizes Canvas as its learning management system. Candidates can access their courses, assignments and grades seamlessly through My ASU, which serves as a centralized portal for all online resources. Students in online programs have full access to a robust suite of support services tailored to meet their needs, including: Counseling and wellness services: Virtual counseling and mental health support. Academic support: Online tutoring, writing labs and academic mentoring. Military and veteran services: Assistance with navigating benefits and academic adjustments. Disability resources: Accommodations and support for students with disabilities. 24/7 technical support: Dedicated help desk services to resolve technology-related issues promptly. Comprehensive online support through EdPlus EdPlus at ASU is an enterprise unit dedicated to supporting ASU Online students from recruitment to graduation. Through innovative digital platforms and a student-first approach, EdPlus ensures candidates have the tools and guidance they need to succeed. Success coaches: Each ASU Online student is assigned a success coach who provides one-on-one support through virtual meetings, phone calls and texts. Success coaches help students navigate challenges, develop time management and study skills, and stay motivated to reach their goals. Re-entry Specialists: These specialists, previously success coaches, focus on assisting students who have left ASU Online and wish to return. They provide personalized guidance on re-enrollment, financial aid, course registration and creating success plans to help students complete their degrees. Proven experience and scalability ASU Online offers over 300 fully online degree programs, demonstrating the university’s expertise in delivering scalable, high-quality digital education. The infrastructure, including learning platforms, support teams and faculty training, ensures that candidates receive the same rigorous and engaging educational experience as their on-campus peers. The ASU model is designed to adapt to the specific needs of diverse learners, including California candidates, by providing a flexible yet robust educational experience that aligns with their career and certification goals. By combining the resources of DAEP, MLFC and EdPlus, ASU delivers a comprehensive instructional and support framework designed to meet the academic, professional and personal needs of its candidates, regardless of location.
	(i) Provide all relevant information as to which educational services will be located outside of California. • For instance, if candidates receive financial aid services through the institution’s out-of-state offices, the institution must provide that information to the Commission.	Educational services located outside of California Arizona State University (ASU) provides a range of educational services to its online students through centralized offices located outside of California, ensuring all students receive consistent and high-quality support. One such critical service is financial aid assistance, which is managed through the financial aid office based in Arizona. Financial aid services: ASU Online students, including those residing in California, have full access to financial aid services through the ASU financial aid office. This office is located at ASU’s main campus in Tempe, Arizona, and supports students across all states and programs. Services include: Application support Assistance with completing the Free Application for Federal Student Aid (FAFSA) Guidance on submitting required documents and meeting deadlines Financial aid counseling Personalized counseling to help students understand their financial aid packages, including grants, loans and scholarships Virtual advising sessions via phone, email or video conferencing to ensure accessibility for all online students Award disbursement Coordination of financial aid disbursements directly to students’ ASU accounts, ensuring timely access to funds for tuition, fees and other educational expenses Ongoing support Dedicated financial aid advisors who assist with troubleshooting issues, understanding billing statements and exploring additional funding options if needed Access to ASU’s online tools, such as the financial aid portal within My ASU, where students can monitor their aid status, view award details and complete necessary steps for disbursement By centralizing financial aid services at ASU’s Tempe campus, the institution ensures that all students, regardless of location, receive expert guidance and equitable access to financial resources. This approach reflects ASU’s commitment to supporting its online student population with the same comprehensive services available to on-campus students.