Stage III: Common Standard 1 – Institutional Infrastructure to Support Educator Preparation

Common Standard 1 Elements	IIA Stage III Common Standards Submission Requirements	Artifacts to Submit
(1.1) The institution and education unit create and articulate a research-based vision of teaching and learning that fosters coherence among and is clearly represented in all educator preparation programs. This vision is consistent with preparing educators for California public schools and the effective implementation of California’s adopted standards and curricular frameworks.	Provide the research-based vision and a brief description (not to exceed 300 words) of: • how the vision will be woven throughout the program, • how the vision is consistent with preparing educators for California public schools and the effective implementation of California’s adopted standards and curricular frameworks. Embed links in the description to the institution’s website, handbooks, or other supporting materials. Do not link to the actual research literature.	At the Mary Lou Fulton College for Teaching and Learning Innovation (MLFC), the Division for Advancing Educator Preparation (DAEP) is committed to a research-based vision of teaching and learning that empowers educators to create inclusive, equitable, and innovative classrooms. Through the integration of Principled Innovation, our programs foster lifelong learning, reflective practice, and a commitment to professional growth. Our educator preparation pathways embed a consistent framework of research-backed instructional methods that promote critical thinking, collaboration, and learner-centered strategies. Our Program Learning Outcomes (PLOs) serve as a foundational component of the program and course design process, enabling us to create well-aligned, research-based educator preparation programs that effectively prepare teachers to implement standards-based instruction. We integrate cutting-edge research and emerging technologies to continually enhance teaching and learning practices, ensuring programs remain relevant and impactful. The program learning outcomes align closely with California’s vision for educator preparation by ensuring that graduates are well-equipped to support the diverse needs of students in California public schools while effectively implementing the state’s adopted standards and curricular frameworks. By integrating these learning outcomes, the program ensures that graduates are prepared to effectively implement California’s adopted frameworks while fostering equity, inclusion, and academic success for all students.
(1.2) The institution actively involves faculty, instructional personnel, and relevant constituents in the organization, coordination, and decision making for all educator preparation programs.	Provide a table showing activities in which identified constituents are involved in program development, organization, coordination, and decision making. Include constituents (name/role and affiliation) who are and will continue to be regularly involved with the program(s).	1.2: Table of Activities
(1.3) The education unit ensures that faculty and instructional personnel regularly and systematically collaborate with colleagues in P-12 settings, college and university units and members of the broader educational community to improve educator preparation.	Provide links to authentic policy documents (faculty handbooks, retention and tenure policies, contracts, MOUs, agendas, etc.) which ensure relevant faculty and instructional personnel will be informed of the requirement to regularly and systematically collaborate with colleagues in PK-12 settings, college and university units and members of the broader educational community to improve educator preparation. Link to the specific places within each document which addresses this element. Draft documentation is acceptable	Per the Standards of Academe, Mary Lou Fulton College for Teaching and Learning Innovation (MLFC) ensures that faculty and instructional personnel will regularly and systematically collaborate with colleagues in P-12 settings, college and university units and members of the broader educational community to improve educator preparation. According to the MLFC Bylaws, all faculty must submit their annual goals statement to their Vice Dean by the last Friday of December. Faculty members must provide their Vice Dean with goals and indicators for their assigned roles. Tenure/Tenure Track (T/TT) faculty must create goals in the area of teaching, service, and research. Career Track (CT) faculty must create goals in the areas of teaching and service; goals in the area of research are optional. The Vice Dean reviews the goals and indicators and either requests revisions if the requested goals are inappropriate or unclear or signs off on the faculty member's goals as approval. The MLFC (formerly Mary Lou Fulton Teachers College) Standards of Academe states, "Academic professionals are expected to demonstrate excellence through position effectiveness, professional contributions, and institutional, professional, or community service." All MLFC faculty (except instructors) are expected to provide leadership in service. 2.2.3.2 Academic Leadership in Service outlines the various activities that can be evidence of service quality. All faculty (T/TT, career track, instructors) are evaluated on an annual basis. For their annual evaluation, faculty members must demonstrate evidence of their annual goals (this includes service to the community and profession), in addition to other documents outlining their contributions to the university. Faculty are evaluated on teaching, scholarship, and service. 2.2.2 Teaching includes 2.2.2.2. Academic Leadership in Teaching. Academic leadership occurs beyond the purview of a faculty member's assigned roles and responsibilities, and academic leadership in teaching can occur at institutional, professional, and community levels. Examples of academic leadership in teaching include, but are not limited to: Development and delivery of local, state, regional, national, or international professional development workshops on teaching, Demonstrated leadership in professional organizations related to the improvement of teaching and instruction (Standards of Academe, p. 6). "Service" consists of two categories: university service (e.e. college and university committees) and professional service performed outside of ASU (e.g., regional/state leadership in professional associations, organizing professional development activities for university, school or community educators, membership on a local/state conference program committee, activities that draw upon professional expertise or knowledge) (Standards of Academe, pgs. 7-8). In order to remain in good standing, faculty must score a 3: Position Responsibilities Fulfilled in each category.
(1.4) The institution provides the unit with sufficient resources for the effective operation of each educator preparation program, including, but not limited to, coordination, admission, advisement, curriculum, professional development/ instruction, field-based supervision, and clinical experiences.	Briefly describe (not to exceed 200 words) and embed links to evidence for how the institution will support the education unit, allowing the unit to provide the identified resources for program(s). Provide evidence of support for areas identified in Common Standard 1.4. (e.g., committed financial allocations, personnel resources, materials support, facilities use, etc.)	Arizona State University (ASU) provides institutional support for the Mary Lou Fulton College for Teaching and Learning Innovation (MLFC) to ensure the success of its educator preparation programs. EdPlus at ASU advances digital teaching and learning initiatives, supporting ASU Online programs with Online Program Development and Management and Student Success Services. The Division for Advancing Educator Preparation (DEP) at MLFC ensures academic leadership. The Vice Dean oversees all educator preparation programs, appointing an Associate Director for Graduate Pathways to coordinate curriculum and continuous program improvement. A dedicated leadership team supports faculty development and student success. The Division Strategist manages field-based supervisor training and clinical experience curriculum. DEP currently employs 123 full-time faculty members across tenure, tenure-track and career-track positions. Additionally, part-time faculty are hired each semester as needed to fill teaching vacancies. To maintain academic excellence, each course has at least one course coordinator, ensuring content consistency across faculty and delivery formats. Additionally, the Associate Dean for Learning Systems and Design and Teaching leads a digital learning team that supports faculty in innovative teaching methods. Finally, MLFC students receive comprehensive academic and career support through the Office of Academic and Career Success and dedicated graduate advisors. ASU Financial Report, 2024
(1.5) The Unit Leadership has the authority and institutional support required to address the needs of all educator preparation programs and considers the interests of each program within the institution.	Provide an organization chart which shows how the proposed program will fit within the education unit. If the proposed program will not be housed in the same school, college, or department as the majority of the institution’s educator preparation programs, the organization chart must include lines of authority between each school, college, or department that show how the proposed program will be included in the education unit’s operations.	1.5 Unit Leadership
(1.6) Recruitment and faculty development efforts support hiring and retention of faculty who represent and support diversity and excellence.	Provide links to documentation pertaining to • recruitment (such as recruitment flyers, links to websites where openings are posted, affinity group agendas, etc.) and • faculty development activities including strategies that assist faculty in supporting diversity (such as agendas/slides for professional development, etc.) Draft documentation is acceptable	Recruitment Documentation Full-time and part-time academic positions are posted on the MLFC jobs webpage. Additional recruitment efforts will include collaboration with ASU California and Learning Transformation Studios to recruit and hire California-based faculty. Here is a MLFC job posting with ASU’s Equal Opportunity Statement Clinical Assistant Professor PDF Faculty Development Activities & Diversity Strategies New ASU employees participate in university orientation, and full and part-time faculty receive mentorship from graduate strategists and area leads. Faculty also access MyEducation Hub (ASU login required) for a customized onboarding checklist Example of New Hire Support on Hub pdf \| Example of Onboarding Checklist pdf Ongoing faculty development includes: Monthly graduate educator preparation program meetings Monthly division and pathway meetings Weekly Professional Experience Strategist and Grad Area Lead Office Hours All-college meetings: at least one per semester Fall - Spring, Weekly "Just an Hour" sessions hosted by Associate Deans, covering topics such as student engagement, post-pandemic and inclusive syllabus design Just an Hour All ASU employees must complete required training in Preventing Harassment and Discrimination and Duty to Report. Additionally, ASU provides Career EDGE, offering up to 24 hours of professional development annually with over 14,000 training resources.
(1.7) The institution employs, assigns and retains only qualified persons to teach courses, provide professional development, and supervise field- based and clinical experiences. Qualifications of faculty and other instructional personnel must include, but are not limited to: a) current knowledge of the content; b) knowledge of the current context of public schooling including the California adopted P12 content standards, frameworks, and accountability systems; c) knowledge of diversity in society, including diverse abilities, culture, language, ethnicity, and gender orientation; and d) demonstration of effective professional practices in teaching and learning, scholarship, and service.	Briefly describe (not to exceed 200 words) and embed links to evidence for how and by whom faculty and supervisors will be evaluated. Embed links to a blank copy of instructor, professional development, and field-based supervisor evaluation forms in the narrative. Provide links to job descriptions for faculty and other instructional personnel, which include required qualifications addressing a-d. Draft documentation is acceptable.	Faculty, including supervisors, within the Mary Lou Fulton College for Teaching and Learning Innovation (MLFC) are evaluated in accordance with the Standards of Academe (SoAs), which outline policies and procedures for annual performance evaluations, continued probation, promotion, tenure, and sabbatical proposals. The Vice Dean for the Division for Advancing Educator Preparation oversees faculty evaluations. Faculty members submit their portfolio materials for review by the Personnel Evaluation Committees (PECs) on or before the last Friday of January (Annual Evaluation Info pdf and Annual Evaluation Narrative Info pdf) PEC members assess faculty performance based on position descriptions and expectations, forwarding evaluations to the vice dean, who assigns ratings for scholarship, teaching, service, and overall performance. Faculty demonstrating performance concerns may be placed on a Faculty Development Plan (FDP), which provides structured support to address areas of improvement and align faculty performance with institutional expectations. An FDP may be implemented following a “needs improvement” evaluation or when performance does not meet divisional standards. Draft job descriptions for full and part-time faculty for our proposed CA programs: Early Childhood Elementary Secondary Draft job postings: Early Childhood Elementary Education Secondary Education
(1.8) The education unit monitors a credential recommendation process that ensures that candidates recommended for a credential have met all requirements.	Briefly describe (not to exceed 200 words) and embed links to evidence for how the credential recommendation process will be monitored by the education unit and how each candidate’s progress will be tracked and documented. Draft documentation is acceptable.	All graduate students at Arizona State University (ASU) are required to complete an Interactive Plan of Study (iPOS) during their first semester. The iPOS serves as a formal agreement between the student, the academic unit, and the Graduate College, outlining the specific coursework and academic milestones required for degree completion. Each California (CA) educator preparation program will be assigned a unique plan code, which ensures that the iPOS is aligned with the approved program of study. This alignment guarantees that students follow the correct course sequence and meet all academic and credentialing requirements necessary for graduation and certification eligibility. Graduate students in their final semester are evaluated by their advisors and the certification/compliance team for Institutional Recommendation (IR) eligibility. The Institutional Recommendation is awarded after completing the state-approved educator preparation program and verifies that the student has completed all of the required coursework and field experience requirements. MLFC will create a webpage, like we have for our AZ programs, to help candidates understand the IR process. MLFC will also provide CA candidates with a Certification Checklist page to assist them with the application process.

Common Standard 1 Elements

IIA Stage III Common Standards Submission Requirements

Artifacts to Submit

(1.1) The institution and education unit create and articulate a research-based vision of teaching and learning that fosters coherence among and is clearly

represented in all educator preparation programs.

This vision is consistent with preparing educators for California public schools and the effective implementation of California’s adopted standards

and curricular frameworks.

Provide the research-based vision and a brief description (not to exceed 300 words) of:

• how the vision will be woven throughout the program,

• how the vision is consistent with preparing educators for California public schools and the effective implementation of California’s adopted standards and curricular frameworks.

Embed links in the description to the institution’s website, handbooks, or other supporting materials. Do not link to the actual research literature.

At the Mary Lou Fulton College for Teaching and Learning Innovation (MLFC), the Division for Advancing Educator Preparation (DAEP) is committed to a research-based vision of teaching and learning that empowers educators to create inclusive, equitable, and innovative classrooms. Through the integration of Principled Innovation, our programs foster lifelong learning, reflective practice, and a commitment to professional growth.

Our educator preparation pathways embed a consistent framework of research-backed instructional methods that promote critical thinking, collaboration, and learner-centered strategies. Our Program Learning Outcomes (PLOs) serve as a foundational component of the program and course design process, enabling us to create well-aligned, research-based educator preparation programs that effectively prepare teachers to implement standards-based instruction. We integrate cutting-edge research and emerging technologies to continually enhance teaching and learning practices, ensuring programs remain relevant and impactful.

The program learning outcomes align closely with California’s vision for educator preparation by ensuring that graduates are well-equipped to support the diverse needs of students in California public schools while effectively implementing the state’s adopted standards and curricular frameworks. By integrating these learning outcomes, the program ensures that graduates are prepared to effectively implement California’s adopted frameworks while fostering equity, inclusion, and academic success for all students.

(1.2) The institution actively involves faculty, instructional personnel, and relevant constituents in the organization, coordination, and decision making

for all educator preparation programs.

Provide a table showing activities in which identified constituents are involved in program development, organization, coordination, and decision making.

Include constituents (name/role and affiliation) who are and will continue to be regularly involved with the program(s).

1.2: Table of Activities

(1.3) The education unit ensures that faculty and instructional personnel regularly and systematically

collaborate with colleagues in P-12 settings, college and university units and members of the broader educational community to improve educator

preparation.

Provide links to authentic policy documents (faculty handbooks, retention and tenure policies, contracts, MOUs, agendas, etc.) which ensure relevant faculty and instructional personnel will be informed of the requirement to regularly and systematically collaborate with colleagues in PK-12 settings, college and university units and members of the broader educational community to improve educator preparation. Link to the specific places within each document which addresses this element.

Draft documentation is acceptable

Per the Standards of Academe, Mary Lou Fulton College for Teaching and Learning Innovation (MLFC) ensures that faculty and instructional personnel will regularly and systematically collaborate with colleagues in P-12 settings, college and university units and members of the broader educational community to improve educator preparation.

According to the MLFC Bylaws, all faculty must submit their annual goals statement to their Vice Dean by the last Friday of December. Faculty members must provide their Vice Dean with goals and indicators for their assigned roles. Tenure/Tenure Track (T/TT) faculty must create goals in the area of teaching, service, and research. Career Track (CT) faculty must create goals in the areas of teaching and service; goals in the area of research are optional. The Vice Dean reviews the goals and indicators and either requests revisions if the requested goals are inappropriate or unclear or signs off on the faculty member's goals as approval. The MLFC (formerly Mary Lou Fulton Teachers College) Standards of Academe states, "Academic professionals are expected to demonstrate excellence through position effectiveness, professional contributions, and institutional, professional, or community service." All MLFC faculty (except instructors) are expected to provide leadership in service. 2.2.3.2 Academic Leadership in Service outlines the various activities that can be evidence of service quality.

All faculty (T/TT, career track, instructors) are evaluated on an annual basis. For their annual evaluation, faculty members must demonstrate evidence of their annual goals (this includes service to the community and profession), in addition to other documents outlining their contributions to the university. Faculty are evaluated on teaching, scholarship, and service. 2.2.2 Teaching includes 2.2.2.2. Academic Leadership in Teaching. Academic leadership occurs beyond the purview of a faculty member's

assigned roles and responsibilities, and academic leadership in teaching can

occur at institutional, professional, and community levels. Examples of academic leadership in teaching include, but are not limited to: Development and delivery of local, state, regional, national, or international professional development workshops on teaching, Demonstrated leadership in professional organizations related to the improvement of teaching and instruction (Standards of Academe, p. 6). "Service" consists of two categories: university service (e.e. college and university committees) and professional service performed outside of ASU (e.g., regional/state leadership in professional associations, organizing professional development activities for

university, school or community educators, membership on a local/state conference program committee, activities that draw upon professional expertise or knowledge) (Standards of Academe, pgs. 7-8). In order to remain in good standing, faculty must score a 3: Position Responsibilities Fulfilled in each category.

(1.4) The institution provides the unit with sufficient resources for the effective operation of each educator preparation program, including, but not limited to, coordination, admission, advisement,

curriculum, professional development/ instruction, field-based supervision, and clinical experiences.

Briefly describe (not to exceed 200 words) and embed links to evidence for how the

institution will support the education unit, allowing the unit to provide the identified

resources for program(s).

Provide evidence of support for areas identified in Common Standard 1.4. (e.g., committed financial allocations, personnel resources, materials support, facilities use, etc.)

Arizona State University (ASU) provides institutional support for the Mary Lou Fulton College for Teaching and Learning Innovation (MLFC) to ensure the success of its educator preparation programs.

EdPlus at ASU advances digital teaching and learning initiatives, supporting ASU Online programs with Online Program Development and Management and Student Success Services.

The Division for Advancing Educator Preparation (DEP) at MLFC ensures academic leadership. The Vice Dean oversees all educator preparation programs, appointing an Associate Director for Graduate Pathways to coordinate curriculum and continuous program improvement. A dedicated leadership team supports faculty development and student success. The Division Strategist manages field-based supervisor training and clinical experience curriculum. DEP currently employs 123 full-time faculty members across tenure, tenure-track and career-track positions. Additionally, part-time faculty are hired each semester as needed to fill teaching vacancies.

To maintain academic excellence, each course has at least one course coordinator, ensuring content consistency across faculty and delivery formats. Additionally, the Associate Dean for Learning Systems and Design and Teaching leads a digital learning team that supports faculty in innovative teaching methods.

Finally, MLFC students receive comprehensive academic and career support through the Office of Academic and Career Success and dedicated graduate advisors.

ASU Financial Report, 2024

(1.5) The Unit Leadership has the authority and institutional support required to address the needs of all educator preparation programs and considers the

interests of each program within the institution.

Provide an organization chart which shows how the proposed program will fit within the education unit.

If the proposed program will not be housed in the same school, college, or department as the majority of the institution’s educator preparation programs, the organization chart

must include lines of authority between each school, college, or department that show how the proposed program will be included in the education unit’s operations.

1.5 Unit Leadership

(1.6) Recruitment and faculty development efforts support hiring and retention of faculty who represent

and support diversity and excellence.

Provide links to documentation pertaining to

• recruitment (such as recruitment flyers, links to websites where openings are posted, affinity group agendas, etc.) and

• faculty development activities including strategies that assist faculty in supporting

diversity (such as agendas/slides for professional development, etc.)

Draft documentation is acceptable

Recruitment Documentation
Full-time and part-time academic positions are posted on the MLFC jobs webpage. Additional recruitment efforts will include collaboration with ASU California and Learning Transformation Studios to recruit and hire California-based faculty.

Here is a MLFC job posting with ASU’s Equal Opportunity Statement Clinical Assistant Professor PDF

Faculty Development Activities & Diversity Strategies

New ASU employees participate in university orientation, and full and part-time faculty receive mentorship from graduate strategists and area leads. Faculty also access MyEducation Hub (ASU login required) for a customized onboarding checklist Example of New Hire Support on Hub pdf | Example of Onboarding Checklist pdf

Ongoing faculty development includes:

Monthly graduate educator preparation program meetings
Monthly division and pathway meetings
Weekly Professional Experience Strategist and Grad Area Lead Office Hours
All-college meetings: at least one per semester
Fall - Spring, Weekly "Just an Hour" sessions hosted by Associate Deans, covering topics such as student engagement, post-pandemic and inclusive syllabus design
Just an Hour

All ASU employees must complete required training in Preventing Harassment and Discrimination and Duty to Report. Additionally, ASU provides Career EDGE, offering up to 24 hours of professional development annually with over 14,000 training resources.

(1.7) The institution employs, assigns and retains only qualified persons to teach courses, provide professional development, and supervise field- based

and clinical experiences. Qualifications of faculty and other instructional personnel must include, but are not limited to:

a) current knowledge of the content;

b) knowledge of the current context of public schooling including the California adopted P12 content standards, frameworks, and accountability systems;

c) knowledge of diversity in society, including diverse abilities, culture, language, ethnicity, and gender orientation; and

d) demonstration of effective professional

practices in teaching and learning, scholarship, and service.

Briefly describe (not to exceed 200 words) and embed links to evidence for how and by whom faculty and supervisors will be evaluated. Embed links to a blank copy of instructor, professional development, and field-based supervisor evaluation forms in the narrative.

Provide links to job descriptions for faculty and other instructional personnel, which include required qualifications addressing a-d. Draft documentation is acceptable.

Faculty, including supervisors, within the Mary Lou Fulton College for Teaching and Learning Innovation (MLFC) are evaluated in accordance with the Standards of Academe (SoAs), which outline policies and procedures for annual performance evaluations, continued probation, promotion, tenure, and sabbatical proposals.

The Vice Dean for the Division for Advancing Educator Preparation oversees faculty evaluations. Faculty members submit their portfolio materials for review by the Personnel Evaluation Committees (PECs) on or before the last Friday of January (Annual Evaluation Info pdf and Annual Evaluation Narrative Info pdf) PEC members assess faculty performance based on position descriptions and expectations, forwarding evaluations to the vice dean, who assigns ratings for scholarship, teaching, service, and overall performance.

Faculty demonstrating performance concerns may be placed on a Faculty Development Plan (FDP), which provides structured support to address areas of improvement and align faculty performance with institutional expectations. An FDP may be implemented following a “needs improvement” evaluation or when performance does not meet divisional standards.

Draft job descriptions for full and part-time faculty for our proposed CA programs:

Draft job postings:

(1.8) The education unit monitors a credential recommendation process that ensures that candidates recommended for a credential have met all requirements.

Briefly describe (not to exceed 200 words) and embed links to evidence for how the credential recommendation process will be monitored by the education unit and how each candidate’s progress will be tracked and documented.

Draft documentation is acceptable.

All graduate students at Arizona State University (ASU) are required to complete an Interactive Plan of Study (iPOS) during their first semester. The iPOS serves as a formal agreement between the student, the academic unit, and the Graduate College, outlining the specific coursework and academic milestones required for degree completion. Each California (CA) educator preparation program will be assigned a unique plan code, which ensures that the iPOS is aligned with the approved program of study. This alignment guarantees that students follow the correct course sequence and meet all academic and credentialing requirements necessary for graduation and certification eligibility.

Graduate students in their final semester are evaluated by their advisors and the certification/compliance team for Institutional Recommendation (IR) eligibility. The Institutional Recommendation is awarded after completing the state-approved educator preparation program and verifies that the student has completed all of the required coursework and field experience requirements. MLFC will create a webpage, like we have for our AZ programs, to help candidates understand the IR process. MLFC will also provide CA candidates with a Certification Checklist page to assist them with the application process.