Stage IV: General Precondition 9. Faculty and Instructional Personnel Participation
General Precondition 9. Faculty and Instructional Personnel Participation
All 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, shall actively participate in the public school system at least once every three academic years, appropriate to their credential area.
List of all faculty members to whom this precondition would apply (regularly teach one or more courses in an educator preparation program but not those outside of the Department, School or College of Education).
This is a list of the current MLFC faculty who will teach courses that are part of our proposed CA educator preparation programs.
Brenda Collins is the course coordinator and lead faculty for TEL 510: Instructional Design, Planning and Assessment. This course is taken by the multiple and single subject pathway students.
Wendy Oakes is the course coordinator and lead faculty for TEL 517: Creating Equitable Learning Environments. This course is taken by the PK-3, multiple subject, and single subject pathway students.
Lauren Bedsole is the course coordinator and lead faculty for ECS 549: Foundations of Typical and Atypical Child Growth and Development. This course is taken by the PK-3 pathway students.
Patricia (Trish) Geraghty is the course coordinator and lead faculty for the graduate capstone course ECD/EED/SED 593: Applied Project. This course is taken by the multiple and single subject pathway students.
For all new CA courses, MLFC will hire California‑based educators to teach them. MLFC affirms that any faculty member hired to regularly teach one or more courses in our California educator preparation programs will actively participate in the public school system at least once every three academic years, in ways aligned with their credential area. MLFC will maintain documentation of each faculty member’s participation in these activities.
List indicating how each faculty member above has participated in the public-school system at least once every three years.
| MLFC Faculty | Participation activities over the last three years with school districts |
| Brenda Collins | Brenda Collins has maintained active involvement in local schools over the past three years by providing mathematics presentations, leading professional learning sessions for alternative certification teachers, and collaborating with faculty and students at Westwood High School. She has also supported youth STEM education through Tinkercad and Minecraft summer camps at ASU. Her work reflects a consistent commitment to enhancing instructional practice and student engagement across K–12 environments.
Date: January 26, 2024 Activity: Algebraic Structures Presentation for iTeach Location: Imagine Prep Superstition, 1843 West 16th Avenue, Apache Junction, AZ 85120
Date: March 18, 2024 Activity: Taught two sessions for alternative certification pathway teachers on Effectively Using Manipulatives for Elementary Teachers Location: Mesa Public Schools Path2Teach Spring Conference
Date: September 19, 2024, 7:30 - 9:30 Activity: Presentation and discussion with faculty and leaders, and observation of their Project Based Learning College & Career Academy student groups. Mesa Public Schools. Location: Westwood High, Mesa AZ.
Date: June 9-12, 2025 9:30 to noon Activity: Tinkercad summer camp for teens and pre-teens. Visual Computing Location: ASU Tempe Campus
Date: June 16-19, 2025 9:30 to noon Activity: Summer Camp grant Minecraft for teens and pre-teens. Problem Solving and Visual Computing Location: ASU Tempe Campus |
| Wendy Oakes | Dr. Oakes works with PK12 public schools as part of her research, teaching and service. Over the past year, she worked with school leadership teams from 6 districts in four states supporting the design, implementation, and evaluation of integrated tiered systems. In this work she coached leadership teams from individual schools, designed professional learning synchronous sessions, designed professional learning resources, as well as supported schools with installing and using systematic screening for behavior. She works with local school districts who are in partnerships with ASU to co-lead educator preparation programs as approved by the state. For example, in the last year she facilitated professional learning sessions for more than 100 teachers. As part of her service, she is a member of a charter school board for three STEM high schools. She also co-leads Project EMPOWER, and open access professional learning series with educators from Hawaii to Maine attending (107 unique attendees for the 25-26 academic year, over the first 3 sessions). |
| Lauren Bedsole | Over the past three years, Lauren Besole has actively participated in the public school system through ongoing professional development, district partnerships, and collaborative initiatives aligned with early childhood and early childhood special education.
Lauren regularly delivers professional development for public school districts, including presenting twice annually at the Mesa Path2Teach Conference for Mesa Unified School District, where she provides training for early childhood, early childhood special education, and special education teacher candidates.
Lauren is currently co‑facilitating a district‑wide professional development workshop for Tempe Unified School District preschool programs, focusing on play‑based learning, classroom environments, assessment practices, and the teacher’s role during play. Lauren’s work includes supporting classroom setup across various instructional models (e.g., Montessori, Reggio Emilia, traditional, and structured preschool), integrating loose and natural materials into public preschool settings, and guiding educators in collecting meaningful observations and assessment data in play‑based classrooms.
Through ASU’s Project OASIS Learning Futures Collaborative, Lauren serves as Co‑Chair of the Preschool Committee, working with public school district leaders—including administrators from Madison Unified School District and other Arizona districts—to develop shared resources and guidance for preschool programs within public schools. This role involves collaborative planning, stakeholder engagement, and site‑based learning experiences.
In addition, Lauren participated in site visits and field experiences with public elementary schools and preschool programs, including visits to Tempe Unified School District sites such as Getz Elementary, as well as emerging partnership development with Meyer Montessori. These experiences allow Lauren to collaborate with school leaders, observe early childhood and early childhood special education programs, and remain directly engaged with public school contexts to inform and strengthen educator preparation. |
| Patricia (Trish) Geraghty | Over the past three years, Trish Geraghty has actively participated in the public school system through ongoing professional learning, job‑embedded coaching, and collaborative support with public school educators and leadership teams. Her work includes facilitating MTSS professional learning sessions and PLCs, supporting school and district teams in strengthening tiered systems (Tier 1 instruction, targeted interventions, and intensive supports), guiding data‑based decision‑making and progress‑monitoring practices, and partnering with educators to analyze student data and refine intervention plans.
Trish also engages in coaching cycles that include classroom observations, modeling instructional routines, co‑planning lessons and interventions, providing feedback aligned with instructional goals, and supporting consistent implementation over time. In addition, she supports special education and inclusive teams by promoting High‑Leverage Practices (HLPs) through co‑planning and consultation; strengthening IEP‑aligned instruction and progress monitoring; supporting explicit instruction and behavior interventions; and building systems that promote effective collaboration among special educators, general educators, related service providers, and paraprofessionals.
This sustained work is carried out in direct partnership with public school personnel and is designed to strengthen inclusive practices and improve outcomes for students across K–12 settings. K–12 Educator Presentations Date: September 22, 2025 Date: September 17, 2025 Date: April 22, 2025 Date: March 14, 2025 Date: November 20, 2024 Date: September 17, 2024 Date: September 17, 2024 Date: July 22, 2024 Date: February 25, 2022 Date: April 2022 |