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 | MLFC ensures that all faculty and instructional personnel who regularly teach in the California educator preparation programs will engage in regular, systematic, and purposefully designed collaboration with P–12 partners, university colleagues, and members of the broader educational community. In alignment with California Education Code §44227.5, faculty and instructional personnel employed by colleges and universities who regularly teach one or more courses in an educator preparation program leading to a credential must also actively participate in the California public school system at least once every three academic years, in a manner appropriate to their credential area.
These collaboration requirements are embedded in MLFC’s structures, expectations, and accountability processes, ensuring that faculty consistently engage in partnerships that directly advance the quality and continuous improvement of educator preparation.
Faculty service is not incidental or elective; it is structured, monitored, and evaluated in ways that directly support the continuous improvement of MLFC’s educator preparation programs.
1. Clear, Systematic Expectations for Collaboration Upon hire, the Vice Dean for Advancing Educator Preparation provides each faculty member with a defined workload that includes required engagement in service activities directly tied to educator preparation:
Service is defined in three required domains—institutional, professional, and community—all of which explicitly include collaboration with P–12 partners and external educational organizations for the improvement of educator preparation. These expectations are reinforced in onboarding sessions, annual goal-setting, and ongoing meetings with Division leadership. Sept_13_2024 DEP Faculty Meeting Grad DEP December 12 Slide Deck 2. University and College Systems That Promote Regular Collaboration The MyEducation Service Hub centralizes service opportunities that are explicitly tied to educator preparation, such as:
This system ensures that faculty have a consistent, structured method to engage in collaboration beyond their individual programs. Service_Hub 3. Annual Goal Setting Ensures Collaboration Is Purposeful and Measured Each year, the Associate Dean of Faculty provides formal guidance on goal creation, including explicit expectations that goals must reflect structured service and collaboration activities tied to educator preparation. Faculty must submit measurable goals—approved by their Vice Dean—by the last Friday in December. These goals often include:
If goals do not demonstrate adequate collaboration in educator preparation, the Vice Dean requires revision. 4. Annual Evaluation Ensures Accountability for Collaboration All faculty are evaluated annually on teaching, scholarship, and service, where service must include evidence of:
Faculty must document how their collaborative work contributes to:
To remain in good standing, faculty must achieve a minimum rating of 3 (“Position Responsibilities Fulfilled”) in all areas— including service. This evaluation system ensures that collaboration benefiting educator preparation is not optional, but an assessed and required component of faculty work. 5. Examples of Academic Leadership Directly Tied to Educator Preparation Academic leadership in teaching—evaluated annually—includes:
To support the quality and relevance of MLFC’s California educator preparation programs (EPPs), all faculty and instructional personnel teaching in these programs are expected to engage in approved activities within the California public school system at least once every three academic years. The Program Coordinator for MLFC’s CA EPPs will document each faculty member’s participation on a semester basis and will provide guidance on appropriate activities and opportunities to ensure all faculty meet this statutory requirement. |
(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.) |
ASU & MLFC(ClickHere) provide robust and sustained support for educator preparation programs through committed financial allocations, qualified personnel, instructional and material resources, and dedicated facilities. ASU supplies enterprise‑level funding, student services, digital learning infrastructure, and campuswide instructional technologies, while MLFC allocates unit‑controlled operational budgets, faculty lines, advising and clinical staff, and program‑specific resources essential to educator preparation. Together, ASU and MLFC support online and in‑person programs with enterprise instructional platforms, course development support through EdPlus, access to technology‑enhanced learning environments, and physical facilities that meet instructional and administrative needs. This coordinated system ensures that educator preparation programs have the financial, human, material, and physical resources necessary for effective operation and continuous improvement.
EdPlus(Click-Here), ASU’s digital learning and innovation hub, operates with significant personnel, advanced learning technologies, and centralized services that support academic units across the university, including instructional design, analytics, student support, and digital platform management. ASU’s California presence—supported through EdPlus strategic initiatives—extends the university’s reach, partnerships, and learner pathways, demonstrating additional institutional capacity beyond Arizona. EdPlus provides support for MLFC’s digital teaching and learning initiatives, supporting MLFC’s Online programs with Online Program Development and Management and Student Success Services. |
(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 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
The New Hire Onboarding includes the following resources:
Teaching and learning expectations and resources Faculty Resources for Accessible Media Essentials
Also available on the MyEducationHub, is the Inclusive Excellence Guide Inclusive Excellence Guide
Ongoing faculty development includes:
Just an Hour Session Examples from 2025:
The Importance of Teaching: Inclusive Practices Session Description: As stated in our university's charter, ASU is a "comprehensive public research university, measured not by whom it excludes, but by whom it includes and how they succeed." In the context of teaching and learning in higher education, inclusive practice can include curriculum design, teaching strategies, accessibility, assessment practices, classroom climate, and more. Please join us to discuss and share strategies intended to create equitable, supportive and accessible learning environments that recognize and accommodate the diverse needs, background and experiences of all students. All are welcome and we will discuss approaches that span delivery modalities, program types and levels. Facilitators: Meredith Toth, Associate Dean, Learning Systems & Design Derek Thurber, Principal Teaching + Learning Specialist
Meet Our MLFC Visiting Scholars Session Description: Join us for a discussion with our current group of visiting scholars at MLFC. The discussion will be facilitated by Gustavo Fischman, Professor and Director of Scholarly Publications. Our visiting scholars and project titles include: Suzana Feldens Schwertner "Imagine a School" Maíra Gallotti Frantz "Input-based education financing models: fostering equity and quality in public education systems" Rūta Gajauskaitė "To make a lesson: rhizomatic curriculum in schools in Lithuania"
Meet This Year's Faculty Recognition Recipients Session Description: Please join us for an informal chat with some of the faculty from MLFTC who were recognized by their peers for outstanding accomplishments. Our guests include: Laura Atkinson, Excellence in Teaching Amber Benedict, Excellence in the Scholarship of Engagement Sam DiGangi, Excellence in Global Impact
The Evolving State and Federal Education Policy Landscape Session Description: In this session, we will explore the evolving landscape of K-12 and higher education with insights from Dean Basile and representatives from the Office of Government and Community Engagement. These panelists will provide an overview of the policy forces driving change in education and the strategies schools and universities are using to stay ahead. The discussion will also cover the relationship between federal and state policy, and how educational institutions are thinking about student support, funding, and other higher education priorities. Please also see this helpful summary of 2024 local and state legislative priorities.
Education Research in the Current Policy Climate Session Description: Join us for a one-hour conversation on recent federal policy directives related to education and how we as educational researchers and advocates can respond. Our discussion will feature Robin Lake, director of the Center on Reinventing Public Education (CRPE) and professor of practice at MLFTC, and Morgan Scott Polikoff, professor of education at USC Rossier School of Education. Together, they will explore key shifts in education policy, implications for K-12 systems, and the role of research and advocates in shaping effective responses. The conversation is intended to help us collectively reflect on how we can continue to make a positive impact through our work with students, teachers, other researchers, and community organizations.
Proving Quality Feedback to Learners Session Description: We invite you to join us for an open discussion and sharing of ways to give meaningful feedback to learners across varied types of learning activities and formats. We'll explore questions like "How do you define 'quality feedback'?," "What kinds of feedback do learners find meaningful?" and "What are some challenges you face when providing feedback to learners?". The session will be facilitated by Meredith Toth, Associate Dean for Learning Systems and Design.
Inclusive Excellence at ASU Session Description: This Friday's JAH will be devoted to a timely discussion of the evolving landscape of inclusion at ASU, and in higher education more broadly. The session will be facilitated by Antonio Duran, chair of MLFC's Inclusive Excellence Council, and joining us will be Amalia Pallares, ASU's Vice Provost for Inclusive Excellence. Our conversation will address ASU's ongoing commitment to inclusion, current developments across higher education institutions, and tangible actions we can take as educators and scholars to support the success and well-being of all members of our institutional, local, and global communities. Participants: Antonio Duran is an associate professor of higher and postsecondary education in the Mary Lou Fulton College (MLFC) for Teaching and Learning Innovation. He serves as the chair of the Inclusive Excellence Council of MLFC. Amalia Pallares is the ASU Vice Provost for Inclusive Excellence and is a professor in the School of Transborder Studies. In her role as vice provost, she provides leadership to advance the university's charter and ensures that all students, educators, and practitioners have broad access to the opportunities, assets, and benefits of ASU.
Shared Vision, Shared Commitment: University – District Partnerships Session Description: In our first JAH session, the presenters will share the importance of university–district partnerships in fostering meaningful change in their work. Presenters will share how they center their work in district priorities and existing research as they develop research questions, highlighting practices of deep listening and co-constructing solutions. Participants will examine both the challenges and benefits of these partnerships and discuss strategies for balancing research goals with district needs. A brief overview of the Path2Teach evaluation process will illustrate collaborative methods in action. The session will emphasize how authentic partnerships enrich faculty scholarship and enhance the impact of research.
Imagination and Futures Thinking in Action Session Description: This session will engage the Imagination and Futures Thinking in K-12 Education Learning Futures Collaborative, one of nine active LFCs: interdisciplinary teams of faculty, doctoral students, staff, practitioners, and community partners who co-create scholarly innovations designed from the start to be usable, accessible, accountable, and adaptable in real-world contexts. In this JAH session, Kathleen King Thorius and Arisandy Johnson, the faculty director and doctoral student who work together to support the LFCs, engage with Associate Professors Michelle Jordan and Steve Zuiker to highlight those defining LFC features. Namely, we will discuss how Imagination and Futures Thinking connects with and develops knowledge in and with communities, and how their collective work is being adapted and adopted in local educational settings in and out of school. Come learn about the LFC in general and explore the three LFC projects described below, which involve Steve and Michelle. Facilitators: Kathleen King Thorius: Professor and Director of Learning Futures Collaboratives in MLFC. Arisandy Johnson: PhD student in Learning, Literacies, and Technologies, MLFC. Presenters: Steven Zuiker: Associate Professor of Learning Sciences in the Division for Advancing Education Policy, Practice, and Leadership, MLFC. Michelle Jordan: Associate Professor of Learning Sciences in the Division for Advancing Educator Preparation, MLFC.
Taking Action to Improve Education Session Description: In this one-hour session, we will share a brief overview of the Professional Educator Learning Hub's (PELH) progress over the past year and upcoming priorities. More importantly, the session will highlight clear ways faculty can connect with and contribute to this work through grants, content development, facilitation, partnerships, and new ideas for extending research and expertise to educators and education-adjacent professionals. Faculty will leave with a clear understanding of how their projects, expertise, and innovations can be scaled through PELH to reach broader audiences, generate impact, and support the evolving education workforce. Presenters: Gina Wilt, EdD, MBA – Director Gina leads the Professional Educator Learning Hub (PELH), guiding its vision, growth, and collaboration across Mary Lou Fulton Teachers College, ASU, and external partners. She works with faculty and colleagues to turn research and innovations into high-quality professional learning that reaches educators at scale, strengthens the education workforce, and expands ASU's collective impact. Corina Kasior – Program Manager Corina manages cross-college initiatives and grant-funded projects within PELH. She specializes in building structures that connect faculty expertise with system partners, ensuring projects are well-supported from design through implementation and evaluation. Kinnari Patel – Product Manager Kinnari focuses on product innovation, website and platform maintenance and improvements, audience insights, and the user experience on the PELH platform. Megan DeFrancesco – Program Coordinator Megan coordinates the day-to-day operations of PELH programs, supporting faculty, facilitators, and external partners. She ensures smooth delivery of courses and learning experiences, from logistics to participant engagement, and contributes to the continuous improvement of PELH offerings.
MLFC's Grant Support Ecosystem Session Description: At Mary Lou Fulton College for Teaching and Learning Innovation, securing grant funding is a collaborative effort that fuels research, innovation, and impact. This presentation offers overview of the grant support ecosystem within MLFC, highlighting the departments and teams that guide faculty and staff through each stage of the grant lifecycle. By demystifying the process and clarifying roles, we aim to empower staff and faculty to pursue funding opportunities with confidence and clarity. We have prepared a short survey for you to complete before Friday's Just an Hour on Demystifying Grants. We believe this will help us make sure we address questions and cover key areas.
Expanding the Reach of Educational Scholarship Session Description: MLFC faculty generate scholarship that can shape classrooms, schools, and communities. But how do they ensure that their work travels beyond books and journals to make a difference locally and globally? This session explores strategies for expanding the reach of research by translating findings into practical applications, policy, and partnerships. Panelists will share diverse pathways—such as writing for policymakers, engaging in school–community collaborations, securing external funding, and building global networks—that connect scholarship with tangible outcomes. Together, we will explore ways to amplify the impact of our research in both local and international contexts. • Goal: Inspire colleagues to explore broader impact opportunities and identify strategies they can apply in their own work. • Focus: Showcase how faculty leverage research, partnerships, and funding to create meaningful change locally and globally. • Encourage participants to consider how these roles relate to their own work. Facilitators: Jeanne Powers, Professor MLFC Audrey Beardsley, Professor MLFC Panelists: David Garcia, Professor MLFC Juliet Hart Barnett, Professor of Special Education in MLFC Tara Bartlett, Clinical Assistant Professor MLFC Gustavo Fischman, Professor MLFC
MLFC Faculty Perspectives on ASU's Design Aspirations Session Description: Join us for this week’s Just an Hour (JAH) session as we share and discuss the collective insights gathered from MLFC faculty on the next three of ASU’s nine Design Aspirations: • #4 – Fuse Intellectual Disciplines: ASU creates knowledge by transcending academic disciplines. • #5 – Value Entrepreneurship: ASU uses its knowledge and encourages innovation. • #6 – Be Socially Embedded: ASU connects with communities through mutually beneficial partnerships. This session will highlight key themes and examples shared by our colleagues about how their scholarship, teaching, and service align with these aspirations. Together, we will reflect on how these insights can inform future updates to MLFC’s promotion criteria and further embed the Design Aspirations into our college’s collective work.
Session Description: Join us for the October 31 Just-an-Hour to discuss work-integrated learning (WIL). WIL has been getting a lot of attention at ASU and broadly refers to educational experiences that connect students, educators, and external partners through authentic, career-aligned experiences (e.g., micro/internships, course-embedded projects with industry/community partners, practicums, service learning, applied research) that intentionally integrate academic learning with meaningful, real-world practice. This JAH will invite participants to share examples and explore ways of engaging with WIL across programs and courses, as well as strategies for intentionally connecting learning with career-aligned experiences. Facilitators: Meredith Toth, Associate Dean of Learning Systems and Design, and Teaching Professor, Mary Lou Fulton College for Teaching and Learning Innovation Derek Thurber, Principal Teaching and Learning Specialist, Office of Design and Learning, Mary Lou Fulton College for Teaching and Learning Innovation
Concrete Pedagogical Models for Teaching with AI Session Description: Join three faculty members from the AI in Education Learning Futures Collaborative for a conversation showcasing how they are actively integrating AI into course design and student learning across diverse disciplines. You will learn practical strategies for: • Research: See how AI is used to interpret research, enhance scientific writing, and act as a co-pilot for learning design. Jim Dunnigan -TEL 707 Reading the Research • Learning Design: Discover innovative ways students are introduced to foundational AI concepts and tools for practical application. Steve Salik - LDT 598: Principles of AI for Learning Design • Fostering Ethical Engagement: Learn how to use frameworks like Principled Innovation and case studies to help students critically examine AI bias, fairness, and its influence on human behavior. Catheryn Reardon - PSY 494 and SBS 494 Topic: AI Ethics in Social and Behavioral Sciences This is a fast-paced, high-value session designed to provide faculty with immediate, applicable ideas for their own courses. Facilitators: Janel White-Taylor: Associate Director of Intelligent Learning Systems and Clinical Professor, MLFC Division for Advancing Education Policy, Practice, and Leadership. Her research and creative interests include developing innovative technology-infused hands-on programs for schools and communities, as well as face-to-face and online entrepreneurial programs for youth. Additionally, she explores innovative ways to integrate technology into the classroom. Meredith Toth: Associate Dean of Learning Systems and Design, and Teaching Professor, MLFC. She leads MLFC’s Office of Design and Learning (OoDL) in carrying out the shared mission of achieving excellence, access, and impact by collaborating with faculty members, staff, and administrators to design and develop learning environments, experiences, and pathways that provide access to the knowledge core of the university. Faculty Members: Jim Dunnigan, MLFC faculty. He is a member of the Artificial Intelligence Learning Futures Collaborative. He has extensive knowledge of AI and how generative AI (ChatGPT) is impacting education. Steven Salik, Clinical Associate Professor MLFC. His current work explores how generative AI and other emerging technologies can enhance instructor presence, provide student support, create timely and effective feedback, and strengthen communication as a central modality for improving learner engagement and success. Cathryn Reardon, Assistant Teaching Professor of Psychology and AI Strategist for the Psychology Digital Immersion Programs in the School of Social and Behavioral Sciences at ASU. She has dedicated her career to enhancing empathy in the online classroom, understanding its critical role in student engagement and persistence. |
(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. |
