Stage III: Common Standard 2 – Candidate Recruitment and Support

Common Standard 2 Elements	IIA Stage III Common Standards Submission Requirements	Artifacts to Submit
(2.1) The education unit accepts applicants for its educator preparation programs based on clear criteria that include multiple measures of candidate qualifications.	Provide links to program admission requirements. Briefly describe (not to exceed 200 words) and embed links to evidence for where the admission requirements will be housed, and how prospective applicants will have access to the admission requirements. Draft documentation is acceptable.	Admission requirements will be housed on the MLFC graduate students webpage and the ASU Online website. These pages will outline graduate admission requirements, supplemental application materials, and direct applicants to program-specific details. Prospective applicants will have multiple access points to admission requirements. Since our programs are online, ASU Online will feature admission details, ensuring visibility through internet searches alongside the MLFC webpage. Current program guides are available on individual program pages (here is an example of the ECS program page), and once approved, California certification program details will be accessible under ASU Online when applicants select the “ASU Online” campus. Each California (see draft of the webpage) program will have a dedicated page. A draft of the admission requirements for the proposed CA programs is available for review. Application deadlines will be posted on the MLFC graduate program application deadline webpage.
(2.2) The education unit purposefully recruits and admits candidates to diversify the educator pool in California and provides the support, advice, and assistance to promote their successful entry and retention in the profession.	Briefly describe (not to exceed 200 words) and embed links to evidence for what the unit will have in place to purposefully recruit and admit candidates to diversify the educator pool in California. For example, website, flyers, etc. Briefly describe (not to exceed 200 words) and embed links to evidence for what the unit will have in place to provide support, advice, and assistance to promote candidates’ successful entry in the profession. Provide evidence of candidate advisement and assistance. Briefly describe (not to exceed 200 words) and embed links to evidence for what the unit will have in place to provide support, advice, and assistance to promote candidates’ successful retention in the profession. Draft documentation is acceptable.	Mary Lou Fulton College for Teaching and Learning Innovation (MLFC) is committed to diversifying California’s educator workforce through intentional recruitment and admission strategies. Currently, MLFC partners with local schools in California to place students enrolled in our Arizona certification programs and collaborates with community organizations that serve diverse populations, such as City Year and Teach For America, Phoenix. Once approved by the CTC, MLFC will expand these partnerships to actively recruit and admit California candidates. Key initiatives will include: Targeted Outreach & Partnerships: Collaborating with organizations that support diverse communities to promote teaching pathways. Digital Campaigns & Resources: Engaging prospective candidates through online content and outreach efforts. Webinars & Informational Sessions: Providing accessible opportunities for prospective students to learn about our programs. Once approved to accept California candidates, the ASU Online Graduate Programs webpage will be updated to reflect available programs. Additionally, MLFC will maintain a dedicated California educator preparation webpage (draft) to provide detailed program information, including admission requirements, certification pathways, and quick facts (e.g., credit hours, program length). Prospective students can explore each program page to make informed decisions about their career pathways. Flyers and additional recruitment materials will also be made available online and through partner organizations. The Office of Academic and Career Success (OACiS) at MLFC provides comprehensive support to help candidates successfully enter the profession. The OACiS Graduate Student site serves as a centralized hub for essential academic and career resources, offering guidance on academic progress, certification requirements, and professional development. To ensure accessibility, the OACiS advising team provides personalized support through multiple engagement options, including scheduled appointments, virtual drop-in hours, email consultations, and career advising. Candidates receive tailored assistance with coursework planning, licensure processes, and career readiness strategies. This holistic approach equips students with the knowledge, resources, and guidance needed to excel in their programs and transition seamlessly into the teaching profession. OACiS Graduate Student Site Ways to Connect with Us MLFC Career Coach MLFC is committed to supporting candidates beyond graduation to ensure their long-term success and retention in the profession. The MFTC Alumni Site provides resources such as the New Teacher Resource Portal, which offers opportunities for educators to deepen their content knowledge and pedagogical skills. Additionally, the MLFC Induction Professional Learning Network creates a community for early-career K–12 educators, providing professional coaching and a supportive peer network. The ASU Professional Educator Learning Hub serves both individual educators and school system leaders. Educators can explore a diverse catalog of courses, while district leaders—such as superintendents, principals, and HR officers—can collaborate with ASU to design purpose-built learning experiences tailored to their teams' needs. Through these resources, MLFC ensures that graduates remain connected, supported, and equipped to thrive in an evolving educational landscape. MLFC is also home to the Next Education Workforce (NEW) strategic school staffing model designed to provide all students with deeper and personalized learning by building teams of educators with distributed expertise and empower educators by developing better ways to enter the profession, specialize, and advance. NEW actively partners with California educators to support innovative teacher preparation and workforce retention.
(2.3) Appropriate information and personnel are clearly identified and accessible to guide each candidate’s attainment of program requirements.	Briefly describe (not to exceed 200 words) and embed links to evidence for how and when candidates will be told of/receive information regarding how to access the resources and personnel to guide their success in meeting program requirements. Materials must include the key personnel positions who will guide the candidates in the proposed program. Draft documentation is acceptable.	Upon admission to MLFC, candidates receive a welcome email from the Graduate Advising Team, the primary point of contact throughout the program. This message includes a link to the program-specific New Student Checklist, which provides an academic advising orientation video and registration instructions aligned with the candidate’s program of study—such as the Fall 2024 EED Program Plan. Each plan lists course numbers and sections tied to the student's Interactive Plan of Study (iPOS), where a faculty committee chair is assigned to support academic progress. Candidates are also provided with the Program Handbook, which outlines requirements and includes contact information for key personnel, including the program director, faculty advisors, and support staff. Once registered, candidates access their courses through MyASU, which links directly to Canvas, where they can view the syllabus, contact their instructor, and access support modules. MyASU Example pdf If a candidate struggles academically, instructors submit an Academic Status Report (ASR), which is emailed to the student with guidance. The advising team also monitors ASRs and reaches out for support planning. This multi-tiered system ensures candidates have ongoing, accessible support to meet program requirements.
(2.4) Evidence regarding progress in meeting competency and performance expectations is consistently used to guide advisement and candidate support efforts. A clearly defined process is in place to identify and support candidates who need additional assistance to meet competencies.	Briefly describe (not to exceed 200 words) and embed links to evidence for how candidate’s progress in meeting competency and performance expectations will be tracked and documented and how that information will be used to guide advisement and support. Provide links to manuals, handbooks, or advising materials that include the clearly defined process which will be in place to identify and support candidates who need additional assistance to meet competencies and performance expectations.	Candidate progress toward competencies and performance expectations is tracked through TPE-aligned coursework , clinical practice logs and performance assessments. Assignments are intentionally mapped to the TPEs and build the knowledge and skills assessed on the TPA. During clinical practice, supervisors document performance using the TPE-aligned observation tool, and candidates receive feedback while developing TPA evidence as outlined in the state’s assessment process. Faculty proactively monitor coursework, participation, and early performance indicators to identify candidates needing additional support before the end of the semester, and MLFC’s team-based student support model ensures coordinated, timely intervention. Students may also self-refer. The SOS site allows students, mentors, and faculty to alert the coordinated care team to any well-being concerns that may affect academic performance. Academic progress is monitored each term; candidates must maintain a 3.0 GPA ; advising teams review data each semester to identify those needing intervention. Students requiring support are added to tracking sheets Evidence of Tracking Sheet and referred to faculty for an Individual Growth Plan . MLFC uses Advocate to manage student support workflows, enabling early alerts, coordinated case management, and real-time reporting for timely intervention. Faculty leadership, coordinators, and course teams collaborate regularly to ensure individualized, proactive assistance.

Common Standard 2 Elements

IIA Stage III Common Standards Submission Requirements

Artifacts to Submit

(2.1) The education unit accepts applicants for its educator preparation programs based on clear criteria that include multiple measures of candidate qualifications.

Provide links to program admission requirements. Briefly describe (not to exceed 200 words) and embed links to evidence for where the admission requirements will be housed, and how prospective applicants will have access to the admission requirements.

Draft documentation is acceptable.

Admission requirements will be housed on the MLFC graduate students webpage and the ASU Online website. These pages will outline graduate admission requirements, supplemental application materials, and direct applicants to program-specific details.

Prospective applicants will have multiple access points to admission requirements. Since our programs are online, ASU Online will feature admission details, ensuring visibility through internet searches alongside the MLFC webpage.

Current program guides are available on individual program pages (here is an example of the ECS program page), and once approved, California certification program details will be accessible under ASU Online when applicants select the “ASU Online” campus. Each California (see draft of the webpage) program will have a dedicated page.

A draft of the admission requirements for the proposed CA programs is available for review. Application deadlines will be posted on the MLFC graduate program application deadline webpage.

(2.2) The education unit purposefully recruits and admits candidates to diversify the educator pool in California and provides the support, advice, and assistance to promote their successful entry and retention in the profession.

Briefly describe (not to exceed 200 words) and embed links to evidence for what the unit will have in place to purposefully recruit and admit candidates to diversify the educator pool in California. For example, website, flyers, etc.

Briefly describe (not to exceed 200 words) and embed links to evidence for what the unit will have in place to provide support, advice, and assistance to promote candidates’ successful entry in the profession. Provide evidence of candidate advisement and assistance.

Briefly describe (not to exceed 200 words) and embed links to evidence for what the unit will have in place to provide support, advice, and assistance to promote candidates’ successful retention in the profession.

Draft documentation is acceptable.

Mary Lou Fulton College for Teaching and Learning Innovation (MLFC) is committed to diversifying California’s educator workforce through intentional recruitment and admission strategies. Currently, MLFC partners with local schools in California to place students enrolled in our Arizona certification programs and collaborates with community organizations that serve diverse populations, such as City Year and Teach For America, Phoenix. Once approved by the CTC, MLFC will expand these partnerships to actively recruit and admit California candidates.

Key initiatives will include:

Targeted Outreach & Partnerships: Collaborating with organizations that support diverse communities to promote teaching pathways.
Digital Campaigns & Resources: Engaging prospective candidates through online content and outreach efforts.
Webinars & Informational Sessions: Providing accessible opportunities for prospective students to learn about our programs.

Once approved to accept California candidates, the ASU Online Graduate Programs webpage will be updated to reflect available programs. Additionally, MLFC will maintain a dedicated California educator preparation webpage (draft) to provide detailed program information, including admission requirements, certification pathways, and quick facts (e.g., credit hours, program length).

Prospective students can explore each program page to make informed decisions about their career pathways. Flyers and additional recruitment materials will also be made available online and through partner organizations.

The Office of Academic and Career Success (OACiS) at MLFC provides comprehensive support to help candidates successfully enter the profession. The OACiS Graduate Student site serves as a centralized hub for essential academic and career resources, offering guidance on academic progress, certification requirements, and professional development.

To ensure accessibility, the OACiS advising team provides personalized support through multiple engagement options, including scheduled appointments, virtual drop-in hours, email consultations, and career advising. Candidates receive tailored assistance with coursework planning, licensure processes, and career readiness strategies.

This holistic approach equips students with the knowledge, resources, and guidance needed to excel in their programs and transition seamlessly into the teaching profession.

OACiS Graduate Student Site

Ways to Connect with Us

MLFC Career Coach

MLFC is committed to supporting candidates beyond graduation to ensure their long-term success and retention in the profession. The MFTC Alumni Site provides resources such as the New Teacher Resource Portal, which offers opportunities for educators to deepen their content knowledge and pedagogical skills. Additionally, the MLFC Induction Professional Learning Network creates a community for early-career K–12 educators, providing professional coaching and a supportive peer network.

The ASU Professional Educator Learning Hub serves both individual educators and school system leaders. Educators can explore a diverse catalog of courses, while district leaders—such as superintendents, principals, and HR officers—can collaborate with ASU to design purpose-built learning experiences tailored to their teams' needs.

Through these resources, MLFC ensures that graduates remain connected, supported, and equipped to thrive in an evolving educational landscape.

MLFC is also home to the Next Education Workforce (NEW) strategic school staffing model designed to provide all students with deeper and personalized learning by building teams of educators with distributed expertise and empower educators by developing better ways to enter the profession, specialize, and advance. NEW actively partners with California educators to support innovative teacher preparation and workforce retention.

(2.3) Appropriate information and personnel are clearly identified and accessible to guide each candidate’s attainment of program requirements.

Briefly describe (not to exceed 200 words) and embed links to evidence for how and when candidates will be told of/receive information regarding how to access the resources and personnel to guide their success in meeting program requirements. Materials must include

the key personnel positions who will guide the candidates in the proposed program.

Draft documentation is acceptable.

Upon admission to MLFC, candidates receive a welcome email from the Graduate Advising Team, the primary point of contact throughout the program. This message includes a link to the program-specific New Student Checklist, which provides an academic advising orientation video and registration instructions aligned with the candidate’s program of study—such as the Fall 2024 EED Program Plan. Each plan lists course numbers and sections tied to the student's Interactive Plan of Study (iPOS), where a faculty committee chair is assigned to support academic progress.

Candidates are also provided with the Program Handbook, which outlines requirements and includes contact information for key personnel, including the program director, faculty advisors, and support staff. Once registered, candidates access their courses through MyASU, which links directly to Canvas, where they can view the syllabus, contact their instructor, and access support modules.

MyASU Example pdf

If a candidate struggles academically, instructors submit an Academic Status Report (ASR), which is emailed to the student with guidance. The advising team also monitors ASRs and reaches out for support planning. This multi-tiered system ensures candidates have ongoing, accessible support to meet program requirements.

(2.4) Evidence regarding progress in meeting competency and performance expectations is consistently used to guide advisement and candidate support efforts. A clearly defined process is in place to identify and support candidates who need additional assistance to meet competencies.

Briefly describe (not to exceed 200 words) and embed links to evidence for how candidate’s progress in meeting competency and performance expectations will be tracked and

documented and how that information will be used to guide advisement and support.

Provide links to manuals, handbooks, or advising materials that include the clearly defined process which will be in place to identify and support candidates who need additional assistance to meet competencies and performance expectations.

Candidate progress toward competencies and performance expectations is tracked through TPE-aligned coursework , clinical practice logs and performance assessments. Assignments are intentionally mapped to the TPEs and build the knowledge and skills assessed on the TPA. During clinical practice, supervisors document performance using the TPE-aligned observation tool, and candidates receive feedback while developing TPA evidence as outlined in the state’s assessment process.

Faculty proactively monitor coursework, participation, and early performance indicators to identify candidates needing additional support before the end of the semester, and MLFC’s team-based student support model ensures coordinated, timely intervention.

Students may also self-refer. The SOS site allows students, mentors, and faculty to alert the coordinated care team to any well-being concerns that may affect academic performance.

Academic progress is monitored each term; candidates must maintain a 3.0 GPA ; advising teams review data each semester to identify those needing intervention. Students requiring support are added to tracking sheets Evidence of Tracking Sheet and referred to faculty for an Individual Growth Plan . MLFC uses Advocate to manage student support workflows, enabling early alerts, coordinated case management, and real-time reporting for timely intervention. Faculty leadership, coordinators, and course teams collaborate regularly to ensure individualized, proactive assistance.