College of Education

PURPOSE - Back to Top

For students, choosing a professional college is an important step because it establishes the foundation on which a career will be built. The College of Education provides a stimulating, challenging forum wherein scholars and practitioners interact in the discovery and mastery of the science and art of educational endeavors. This balanced approach, in which research and practice are viewed as essential and complementary, enables the college to produce superior educators.

The purposes of the faculty of the College of Education are as follows:

1. to engage in the scholarly, scientific, and professional study of education;
    
2. to prepare competent professionals who will serve in a variety of critical educational roles;
    
3. to develop productive scholars who will make significant contributions to the educational literature and to the quality of educational practice; and
    
4. to serve the education profession at the local, national, and international levels.
    

In accord with these purposes, the College of Education is committed to producing quality scholarship and research and to excellence in teaching.

Information about the college can be found on the Web at coe.asu.edu.

ORGANIZATION - Back to Top

The College of Education is organized into three divisions. These divisions and their academic program areas are listed below:

Division of Curriculum and Instruction. The Initial Teacher Certification (ITC) program is the largest program in the college, designed to prepare students for teaching positions in bilingual education, early childhood education, elementary education, English as a second language, secondary education, and special education. Support experiences also come from the Division of Psychology in Education and the Division of Educational Leadership and Policy Studies. The program is a blend of on-campus and school-based methods courses. All programs involve professional school-based internships with experienced teachers. For specific program descriptions, see “Degrees.”

Division of Educational Leadership and Policy Studies

Division of Psychology in Education

Services to students and the community are provided through various centers and offices.

Southwest Center for Education Equity and Language Diversity. This center conducts, supports, and promotes research, scholarship, and innovative practice in the linguistic education of minority students in public schools. The center’s primary focus is on equity aspects of education in Arizona, especially as they relate to non-native English-speaking children and youth. Research, scholarly discourse, and program development activities, aimed at improving language education for minority students in public schools, serve the purpose of informing public policy in Arizona and the larger U.S. Southwest region. For more information, call 480/965-7134, or access the Web site at asu.edu/educ/sceed.

Education Policy Studies Laboratory. Located within the College of Education, the Education Policy Studies Laboratory (EPSL) conducts and coordinates original research in areas such as student performance standards, assessment, curriculum, and commercialism in schools. EPSL disseminates its analyses and reports to policy makers and educators and also concentrates on providing the public with readable accounts of research.

EPSL houses two research units - the Commercialism in Education Research Unit (CERU), which is the only national academic research center dedicated to schoolhouse commercialism; and the Education Policy Research Unit (EPRU), which conducts original research and facilitates implementation of educational innovations.

For more information, contact Alex Molnar, director and professor of Educational Leadership and Policy Studies, EDB L1-01, call 480/965-1886, or access the laboratory’s Web site at asu.edu/educ/epsl.

Center for Indian Education. The Center for Indian Education serves as a service agency to Native American communities, school districts, and students attending ASU. The center also conducts research on Indian education in Arizona and other states with American Indian populations. For more information, call 480/965-6292, or access the Web site at coe.asu.edu/cie.

Office of Student Services. The Office of Student Services (OSS) is committed to providing a quality, service-oriented environment to promote the development and growth of the education community. The OSS assists undergraduate and postbaccalaureate students interested in entering and completing a teacher preparation program. Services offered by the OSS include: high school outreach and recruitment, community college articulation and recruitment, a living and learning community in Manzanita Hall, academic advising, Initial Teacher Certification professional program admissions and retention, academic support services and tutoring, scholarships and financial aid, teacher placement, and certification assistance. Students should contact the OSS with questions regarding Declaration of Graduation, program agreements, student petitions, and the Arizona Educators Proficiency Assessment (AEPA) exam.

For more information about services, or to schedule an appointment with an advisor, call 480/965-5555, or access the Web site at coe.asu.edu/oss.

Office of Professional Field Experiences. Part of the Office of Student Services, the Office of Professional Field Experiences places all teacher preparation students in public schools and similar institutions for internships and student teaching. This office monitors students’ progress in their field experiences, provides assistance for pre-service teachers who need intervention to improve performance, sponsors courses for mentor teachers, and conducts research on student teacher performance in the field. For more information, call 480/965-6255.

Counselor Training Center. The Counselor Training Center provides counseling for ASU students, staff, and the community at large regarding personal, relationship, and career development issues. Counseling is conducted by graduate students in counseling and counseling psychology under the supervision of licensed psychologists. For more information, call 480/965-5067.

Other Units. Other units within the college offering specialized research and educational services include the College of Education Preschool and Technology-Based Learning and Research.

For more information regarding the preschool, call 480/965-2510. For additional details about Technology-Based Learning and Research, call 480/965-3322.

TEACHER EDUCATION - Back to Top

Programs that prepare students for teacher certification by the state are available to both the undergraduate pursuing a first degree and the individual with a college degree in a noneducation field (postbaccalaureate).

Undergraduate students interested in teacher certification in art, music, or dance enroll through programs offered by the Herberger College of Fine Arts. These students must also meet the same eligibility requirements for admission to the Initial Teacher Certification (ITC) for certification, and a formal application must be submitted to the ITC program. For more information, see “Initial Teacher Certification Professional Program Admission.”

Undergraduate programs leading to the Bachelor of Arts in Education degree are described in the text that follows. Information about postbaccalaureate certification programs can be obtained by either visiting the Office of Student Services, EDB L1-13, or by accessing the Web site at coe.asu.edu/oss/programs.php. For descriptions of graduate degree programs, see the Graduate Catalog. For more information, see the “College of Education Graduate Degrees and Majors” table.

ADMISSION - Back to Top

Preprofessional Admission - Back to Top

All newly admitted students to the ASU College of Education are admitted as preprofessional education majors. Preprofessional students are advised by a team of academic advisors whose primary focus is on preparing students for admission into the Initial Teacher Certification (ITC) program during their junior year. Admission to ASU with preprofessional status in the College of Education does not guarantee admission to the ITC program. Admission to the ITC is a separate, competitive process. Preprofessional students are strongly encouraged to meet each semester with the preprofessional team of advisors to ensure proper progression through their chosen major, and to also benefit from the support services offered by the Office of Student Services. It is crucial that all applicants seeking application to the ITC program gain valuable experience with the population of students they intend to teach; the Office of Student Services can provide information on various opportunities to gain such experience. To schedule an appointment with a preprofessional advisor, call 480/965-5555.

Initial Teacher Certification Professional Program Admission - Back to Top

Undergraduate students are eligible for admission consideration into the Initial Teacher Certification (ITC) program if they meet the following criteria:

1. admission to ASU as a classified student. For students planning to begin the ITC program in spring semester, university admission materials should be submitted by May. For students planning to begin the ITC in fall semester, application materials must be submitted to university admissions by October. For more information on applying to ASU, access the Web site at www.asu.edu/admissions;
    
2. a minimum 2.50 cumulative GPA (ASU GPA and transfer GPA combined);
    
3. completion of at least 56 semester hours by the time the student begins the ITC program;
    
4. completion of ENG 101 and 102, the Mathematics (MA) requirement, and the Literacy and Critical Inquiry (L) requirement or the Natural Science (SQ or SG) requirement, all with a grade of “C” or higher. These courses must be completed by the time the student submits application materials;
    
5. demonstrated experience within the population the student plans to teach;
    
6. formal application to the ITC must be made by February 1 for fall admission and September 1 for spring admission.
    

Note: Secondary Education students must complete a portion of their academic specialization before submitting application materials.

Admission is a selective, competitive process and is not guaranteed to all that satisfy the minimum admission requirements. The ITC application is available online at coe.asu.edu/oss/admission.

Some ITC programs have additional admission requirements; consequently, students should consult with an Office of Student Services (OSS) academic advisor as they prepare to apply to the ITC program of their choice, to verify what additional requirements must be met. Students may also attend an Initial Advising Session (IAS), offered through the OSS, to learn more about the ITC application and admission process. To schedule an IAS appointment, call the OSS at 480/965-5555.

Application Deadlines - Back to Top

The College of Education has three admission cycles. Application deadlines for most ITC programs are February 1 for fall admission and September 1 for spring admission. An additional application deadline of June 1 applies to students seeking spring admission to the Apprentice Teacher Program (ATP) or fall admission to the Integrated Certification in Teacher Education (INCITE) postbaccalaureate program. Spring admission to INCITE follows the regular September 1 deadline. For the most updated admission dates, access the ITC admission Web site at coe.asu.edu/oss/admission.

Transfer Students - Back to Top

To be considered for admission to the ITC program, transfer students must first be formally admitted to ASU. For more information, see Undergraduate Enrollment, “Transfer Applicants.”

Note: Once students receive notification of ASU admission, all education transfer students must attend an Initial Advising Session (IAS), as their first step in securing academic advisement from the college. These sessions are conducted by academic advisors and are provided in groups according to the student’s desired degree program (early childhood, elementary, secondary, special education, multilingual/multicultural). During the IAS, students are given an overview of the various ITC programs available, application requirements are discussed, and individualized degree audits (through the Degree Audits Reporting System) are provided to each student. Course selection, degree requirements, and general education requirements are also covered during these sessions. To sign up for an IAS, call the Office of Student Services at 480/965-5555. ASU Undergraduate Admissions should receive the application for admission to ASU, transcripts, and other required information at least five months before the ITC application deadline for the desired ITC admission semester.

For students who are considering transferring to ASU and the College of Education, but who are not yet committed to ASU as their school of choice, they may schedule an appointment with the transfer recruitment specialist, by calling 480/965-5555, or e-mail specific questions to education@asu.edu.

Students should access the ASU Education Transfer guides for optimal course selection on the Web at asu.edu/provost/articulation.

Postbaccalaureate Students - Back to Top

Postbaccalaureate programs prepare students for certification by the state and are designed for those students who hold a bachelor’s degree in an area other than education. The college offers postbaccalaureate programs in early childhood education, elementary education, multilingual/multicultural education, secondary education, and special education. (Special education students must qualify for, and be concurrently admitted to, a master’s degree program in special education. For more information, call 480/965-4602). Information on postbaccalaureate programs is available through the Office of Student Services, EDB L1-13 (480/965-5555). The office provides academic advising and information regarding requirements, procedures, and deadline dates.

A student who wishes to be considered for admission to the ITC program must meet the following College of Education admission requirements for postbaccalaureate programs:

1. be admitted to ASU as a nondegree seeking graduate student;
    
2. have earned a bachelor’s degree from an accredited institution;
    
3. possess a cumulative GPA of 2.50 or higher for the last 60 semester hours of credit earned; and
    
4. have submitted a completed application form and supporting materials by the appropriate deadline dates during the semester before admission.
    

Note: Secondary education program only: Students must complete an Academic Specialization Form. Visit the Office of Student Services, EDB L1-13, for this form.

Admission is competitive and not guaranteed to all who satisfy the minimum admission criteria.

Some academic units have additional requirements. Students seeking admission to K–8 or secondary education programs (7–12) should consult the Office of Student Services in the College of Education (480/965-5555) to determine if there are additional admission requirements for their teaching fields.

Information on deadline dates and applications can be downloaded via the Web at coe.asu.edu/oss/admission.

ADVISING - Back to Top

All new students are required to meet with an academic advisor before registering for their first semester. In order to further assist and support freshmen in their first year, these students are also required to meet with an advisor before registering for their second semester. Each fall, freshmen students are notified of “Freshmen Priority Week.” Freshmen should take advantage of this time to meet with their advisors. This is an opportunity to consult with advisors regarding academic difficulties, avenues for student involvement in campus activities, and preparation of spring schedules. To schedule an appointment with an advisor, call 480/965-5555, and press option 1.

DEGREES - Back to Top

Bachelor of Arts in Education - Back to Top

The College of Education offers five Bachelor of Arts in Education (B.A.E.) degree programs. See the “College of Education Baccalaureate Degrees and Majors” table for more information on these degrees and their concentrations. Candidates for the B.A.E. degree must complete the Initial Teacher Certification program in their major as offered by the College of Education. Graduates of this program demonstrate proficiency in specified knowledge areas or skills, including the following:

1. principles and application of effective instruction;
    
2. classroom organization and management;
    
3. content or subject matter;
    
4. specific curriculum and teaching strategies;
    
5. interrelationship of culture and schooling in a multicultural society;
    
6. human development;
    
7. communication skills;
    
8. theories of learning and motivation;
    
9. assessment and evaluation; and
    
10. computer literacy.
     

Initial Teacher Certification Programs - Back to Top

The Initial Teacher Certification (ITC) program is the largest program in the College of Education. It consists of the following areas of academic study: early childhood education, elementary education, secondary education, multilingual/multicultural education, and special education. Within these five degree areas, multiple teacher education programs exist in order to meet the diverse interests and circumstances of students. Students apply to one of the 10 various ITC programs, based on their unique interests and needs. The ITC programs offered through the College of Education are as follows:

1. Apprentice Teacher Program (ATP) (K–8)
    
2. Multilingual/Multicultural Education Program (MLMC) (K–8)
    
3. Diné Teacher Education Program (K–8)
    
4. Early Childhood Interprofessional Program (ECD) (K–8: birth–third grade)
    
5. Elementary Education Partnership Program (EED) (K–8)
    
6. Secondary Education (SED) (7–12)
    
7. Special Education (SPE) (K–12)
    
8. Teaching for a Diverse Future (TDF) (K–8)
    
9. Integrated Certification in Teacher Education (INCITE) (secondary or elementary education—postbaccalaureate only)
    
10. Teacher Education for Arizona Mathematics and Science (TEAMS) (secondary education—postbaccalaureate only).
     

For more information about these ITC programs, contact the Office of Student Services by calling 480/965-5555 or by accessing the Web site at coe.asu.edu/oss.

Apprentice Teacher Program (ATP). ATP is a concentrated elementary education program that is completed in one calendar year, January through December, with all course work based in participating schools. The program conforms to the public school calendar, thus extending the academic year for ASU students by eight weeks. Students are engaged in K-5 classroom experiences and ASU classes from 8 a.m. to 4 p.m., Monday through Friday for 46 weeks. The theoretical premise that undergirds the ATP program might be called “practice informed by theory,” as students are immersed in both “school” and “teacher” cultures throughout the program. Admission is for spring semester only, with a June 1 deadline.

Multilingual/Multicultural (MLMC) Program. The MLMC program is a four-semester sequence offered in “blocks” with focused field requirements in a professional development school and other bilingual or ESL settings. The bilingual education option prepares teachers to teach elementary students whose primary language is Spanish or a Native American language spoken in Arizona. The ESL option prepares teachers to teach elementary school students from any language background who are still acquiring English as an additional language. Methods courses are often divided into BLE or ESL sections, although some course work is planned together to promote collaboration. The program meets Arizona requirements for an elementary education teaching certificate with an endorsement in bilingual education or English as a second language.

Diné Teacher Education Program. The Diné Teacher Education Program is a collaborative effort between Diné College and the ASU College of Education. All course work is done at the Diné College campus (Tsaile, Arizona) and all field placements are in Navajo bilingual classrooms in Navajo schools. The program is designed to prepare Navajo Teachers to teach in Navajo communities of the Navajo Nation. This program meets the requirements for an initial teaching certificate for elementary education and an Arizona endorsement in bilingual education. For more information, call 928/724-6819.

Early Childhood Interprofessional Program (ECD) (Birth-Third Grade). The early childhood program has a core focus on interprofessional education that includes cross-training. Students work with members of other disciplines and collaborate between and across community programs and university departmental structures to promote a broad-based professional preparation. Students participate in schools and community agencies that also operate cross-professionally. The early childhood faculty and its community partners work from a child-sensitive, or constructivist approach that emphasizes constructivist theory, multiple points of view, emergent learning, and a developmental, integrative approach to classroom practice. The program includes course work for a provisional English as a second language endorsement, and is a K–8 certification program.

Elementary Education Partnership Program (EED). Students in the Elementary Education Partnership Program work in three different elementary schools, one each semester, before their student teaching. Each semester, or block, includes methods courses that are taught on an elementary school campus through an internship of six hours each week. Students become an integral part of the life of the elementary school, and assignments link the classroom observations and experiences to the content of the methods courses. Faculty from each of the school sites coordinate assignments and activities to ensure a wide range of learning experiences; some assignments are continued across semesters. Optional course content is in place to qualify all students in this program for a provisional English as a second language endorsement.

Secondary Education (SED) (7–12). In order to integrate teacher education preparation with the secondary education requirement for an academic specialization, the College of Education maintains connections with academic departments across the university. Each program semester requires an internship in the schools, and some courses are taught in the field. Graduates are eligible for secondary certification in grades 7–12 in one of 18 academic specializations, and have the option of adding a middle school endorsement. In addition to these 18 SED programs, three additional specializations are available through the College of Fine Arts, including Music Education (choral-general or instrumental music), Art Education, and Dance Education. Fine Arts and physical education majors receive a K–12 endorsement. Students with a major in Secondary Education have two academic advisors: one in the college and department of the academic specialization and one in the Office of Student Services in the College of Education.

Special Education (SPE). The SPE leads to certification in K–12 special education for children with learning disabilities, mild mental retardation, or emotional/behavioral disorders. This program provides preparation in each of the three disability areas; however, the student only qualifies for a certificate in one area, which is determined by the area of student teaching placement. A school internship is required for each semester.

Teaching for a Diverse Future (TDF). TDF enrolls one group of students every other year in the fall semester. The program is based on premises derived from work in anthropology, language acquisition, and cognativist and social interactionist views of the development of mathematical and scientific concepts and curriculum theory. Students work in two elementary schools that honor this perspective throughout the program. Methods courses are distributed across three semesters, and each semester’s field experience includes a full-time, two-week immersion. Certification options include a certificate in elementary education, an elementary certificate with an endorsement in bilingual education, or an elementary certificate with an endorsement in ESL. The program is available only in specific fall semesters.

Integrated Certification in Teacher Education (INCITE). INCITE is a flexible program that prepares working adults for teaching. This school-based program offers both secondary education and elementary education options, including an optional middle school endorsement. All course work is offered during the evening and on weekends except for secondary education methods courses, which may be offered only during daytime hours depending on the corresponding college’s schedule. Some daytime field experience internship hours may be required. INCITE is designed for postbaccalaureate students only.

Teacher Education for Arizona Mathematics and Science (TEAMS). TEAMS is a 10 month program, with course work leading to 7–12 certification and an optional middle school endorsement. It is a combined postbaccalaureate/Master’s program specializing in mathematics, science, and technology, and is based on technology, field-based experiences, internships, and course work. Students attend classes full-time during daytime hours.

UNIVERSITY GRADUATION REQUIREMENTS - Back to Top

In addition to fulfilling college and major requirements, students must meet all university graduation requirements. For more information, see “University Graduation Requirements.”

DEGREE REQUIREMENTS - Back to Top

A minimum of 120 semester hours is required for the Bachelor of Arts in Education (B.A.E.) degree. The B.A.E. degree consists of four areas:

1. General Studies;
    
2. College of Education core requirements (Elementary Education, Apprentice Teacher Program, Multilingual/Multicultural Education, Early Childhood Education, Secondary Education, and Special Education);
    
3. Academic specialization (Secondary Education only); and
    
4. Initial Teacher Certification (ITC) Program Courses.
    

The College of Education expects degree candidates to meet individual course assessment standards, field-experience observation criteria, courses required for teacher certification, and other proficiency standards and performance criteria required to demonstrate knowledge and skill in the areas listed under “Bachelor of Arts in Education.”

The degree program also includes courses and academic content required for teacher certification by the State of Arizona. Students seeking certification in one of the fine arts must complete degree requirements in the Herberger College of Fine Arts and specified courses through the ITC program.

General Studies Requirement - Back to Top

All students enrolled in a baccalaureate degree program must satisfy a university requirement of a minimum of 35 hours of approved course work as described in “General Studies.” Note that all three General Studies awareness areas are required. General Studies courses are listed in the “General Studies Courses” table, in the course descriptions, in the Schedule of Classes, and in the Summer Sessions Bulletin.

Preprofessional students should complete as many of the General Studies courses as possible before admission to the ITC program. Students are encouraged to consult with an academic advisor to ensure they comply with all necessary requirements.

College of Education Core Requirements - Back to Top

The Initial Teacher Certification program prepares students for teacher certification and requires students to complete semester hours selected from specific core courses pertinent to the teaching area. Courses listed under this portion of the academic major are governed by the general ASU “Guidelines for Determination of Catalog Year.”

For more information, see University Graduation Requirements, “Guidelines for Determination of Catalog Year.”

Initial Teacher Certification Program Courses - Back to Top

The Initial Teacher Certification (ITC) program is a sequential program consisting of 36 to 55 semester hours. Ranging from nine to 19 hours per semester, the courses for one semester must be completed before enrolling in the next semester. In other words, courses for one semester usually may not be taken at the same time as those scheduled for another semester. In addition to ITC courses, students continue completing the General Studies requirement and core requirements or academic specialization requirements through the third semester of the program (except for students applying to the Apprentice Teacher Program in Elementary Education). Courses listed under this portion of the academic major are governed under an alternative catalog year, and students should consult with their academic advisors before applying to the ITC program of their choice, to determine the ITC courses for their designated admission date.

Declaration of Graduation - Back to Top

A declaration of graduation must be filed during the first semester of enrollment in the ITC program. Preprofessional students completing 87 hours (the university limit for registering without a program of study) who have not been admitted to the ITC program must meet with an advisor to obtain a registration waiver by the College of Education. See “University Graduation Requirements.”

Field Experience Requirements - Back to Top

In addition to course work, students admitted to the ITC program are required to participate in directed field experiences during each of the four semesters of the program. The field experiences progress from short-term observation and participation to long-term supervised practice teaching.

Students should expect these field experiences to be above and beyond the class times listed in the Schedule of Classes for each semester. Such field experiences typically take place in public schools throughout the greater Phoenix area. Regular attendance is required during all field experiences. Students should plan extra travel time and expect to confer with placement teachers and field facilitators before or after scheduled field experiences. To meet field experience requirements, students must plan to have their own transportation and be available during regular school hours.

Teaching is a highly demanding and extraordinarily complex profession. Students desiring to become teachers must maintain academic standards and demonstrate requisite qualifications for successful teaching, including effective interpersonal skills, basic communication skills, appropriate professional conduct, and satisfactory performance during field experience assignments.

Observation and participation assignments in the schools during first, second, and third semester field experience placements are designed to prepare students for the highly demanding performance-based student teaching during semester four.

Student Teaching. The culminating field experience, called student teaching, occurs in the final semester of the ITC program and is a full-day, full-semester obligation. Student teaching is normally available only during fall and spring semesters.

Student teaching is a full-time, 15 week, commitment under the supervision of a mentor teacher. To be eligible for a student teaching placement, individuals must apply by the deadline determined each semester by the Office of Professional Field Experiences. Students must complete all program requirements before beginning a student teaching assignment. Student teachers must adhere to the calendar, regulations, and philosophy of the schools in which they are placed. Beginning and ending dates for student teaching are determined by the Office of Professional Field Experiences in cooperation with the participating school. Because student teaching is on a full-day schedule, 8 a.m. to 4 p.m. Monday through Friday for 15 consecutive weeks, student teachers are strongly encouraged to avoid extra activities and outside employment that would interfere with the heavy demands placed upon them while student teaching.

For approval to student teach, ITC students must:

1. have attained a high level of professional standard in previous field experience assignments;
    
2. be in good standing as defined in the ITC Retention and Continuation Policy;
    
3. have a Fingerprint Clearance Card on file;
    
4. not have an incomplete grade in any ITC course;
    
5. complete all ITC courses (with a “C” or higher);
    
6. have all General Studies, College of Education, and academic specialization course work completed; and
    
7. have an approved Declaration of Graduation (undergraduates) or Program Agreement (postbaccalaureates) on file.
    

Students may be provisionally approved to start the paperwork for a student teaching placement if final course work and Fingerprint Clearance Card are in progress. Provisional approval is not given if courses are outstanding (not in progress). Students may not take any courses while student teaching unless approved by the College of Education Standards Committee. For more information, contact an academic advisor in the Office of Student Services.

MAJOR REQUIREMENTS - Back to Top

Early Childhood Education—B.A.E. - Back to Top

Course Requirements. Many courses are held at local elementary schools during the regular school day. Field Experience requires a minimum commitment of six hours a week during the regular school day. Field-based courses are taken in semester blocks in sequential order. Program courses and requirements are subject to change depending on the ITC admission date.

Elementary Education (Elementary Education Partnership Program)—B.A.E. - Back to Top

The Partnership program includes three semesters of field placement in classroom settings, drawing on the rich resources of the Phoenix metropolitan area. The fourth semester is a 15-week, full-time student teaching capstone experience. Optional course content is in place to qualify all students in this program for a provisional ESL certificate.

Course Requirements. Many courses are held at local elementary schools during the regular school day. Field Experience requires a minimum commitment of six hours a week during the regular school day. Field-based courses are taken in semester blocks in sequential order. Program courses and requirements are subject to change depending on the ITC admission date.

Elementary Education (Apprentice Teacher Program)—B.A.E. - Back to Top

Offered jointly with the local school districts, the Apprentice Teacher Program (ATP) is a concentrated, full-time, daytime certification program option that is completed in one calendar year, with all course work based in the participating schools. This full-immersion program begins each January and leads to K–8 teacher certification.

Course Requirements. The Initial Teacher Certification (ITC) program is completed in one calendar year, spring admission only. All course work (General Studies and College of Education requirements) not included in the ATP program, must be completed before beginning the program. Additionally, undergraduate students must complete 73 semester hours by the start of the program. The program schedule conforms to the public school calendar rather than the ASU calendar, thereby extending the academic year by eight weeks. The program is intense but efficient. Students are actively engaged in classroom experiences or ASU course work for at least seven hours every day (Monday-Friday) for 46 weeks. Field-based courses are taken in semester blocks in sequential order. Program courses and requirements are subject to change depending on the ITC admission date.

Elementary Education (Multilingual/Multicultural Education Concentration)—B.A.E. - Back to Top

Language Proficiency. Language proficiency requirements must be met for each endorsement before completing the Initial Teacher Certification (ITC) professional program.

Bilingual endorsement for Spanish. Students are required to pass the Arizona Classroom Teacher Spanish Proficiency Exam administered through ASU’s Department of Languages and Literatures. For more information, call 480/965-6281. The exam is administered at several colleges in Arizona.

Bilingual endorsement for an American Indian language. Proficiency for this endorsement must be verified in writing by an official of the appropriate tribe.

English as a Second Language. Students admitted into the Multilingual/Multicultural Program who are pursuing the English as a Second Language Endorsement must fulfill a second language proficiency requirement. Students are required to submit proof of one of the following to the Office of Student Services before an Institutional Recommendation will be provided to the student:

1. completion of six semester hours of college credits in a single second language (which may include sign language) or the equivalent, from an accredited institution. Credit must be from two different courses, and not a repeat of the same course;
    
2. documentation of placement by the language department of an accredited institution in a third-semester level second language;
    
3. documentation of a passing score on the Arizona Classroom Spanish Proficiency Examination; or
    
4. documentation of proficiency in an American Indian language, verified by an official designated by the appropriate tribe.
    

Course Requirements. Many courses are held at local elementary schools during the regular school day. Field Experience requires a minimum commitment of six hours a week during the regular school day. Field-based courses are taken in semester blocks in sequential order. Program courses and requirements are subject to change depending on the ITC admission date.

Secondary Education—B.A.E. - Back to Top

The Secondary Education major includes two areas of study: academic specialization and Initial Teacher Certification (ITC) professional education course work and experiences.

The academic specialization or teaching major requires 30 to 60 semester hours in a discipline. The ITC program in Secondary Education is a 36–38 semester hour sequential program that consists of pedagogical and theoretical training. Refer to the pages shown in the “Academic Specializations” table.

Course Requirements. All methods courses (including SED 403) must be taken with a field experience. It is recommended that SED 403 be taken during the first semester of ITC admission. Field Experience requires a minimum commitment of six hours a week during the regular school day. Physical Education and Fine Arts areas may follow a different sequence of ITC courses. Program courses and requirements are subject to change depending on the ITC admission date.

Special Education—B.A.E. - Back to Top

Course Requirements. Many courses are held at local elementary schools during the regular school day. Field Experience requires a minimum commitment of six hours a week during the regular school day. Field-based courses are taken in semester blocks in sequential order. Program courses and requirements are subject to change depending on the ITC admission date.

Selected Studies in Education—B.A.E. - Back to Top

Applications are not being accepted for the major in Selected Studies in Education at this time.

ASU EXTENDED CAMPUS - Back to Top

The College of Extended Education was created in 1990 to extend the resources of ASU throughout Maricopa County, the state, and beyond. The College of Extended Education is a university-wide college that oversees the ASU Extended Campus and forms partnerships with other ASU colleges, including the College of Education, to meet the instructional and informational needs of a diverse community.

The ASU Extended Campus goes beyond the boundaries of the university’s three physical campuses to provide access to quality academic credit and degree programs for working adults through flexible schedules; a vast network of off-campus sites; classes scheduled days, evenings, and weekends; and innovative delivery technologies including television, the Internet, and Independent Learning. The Extended Campus also offers a variety of professional continuing education and community outreach programs.

For more information, see “ASU Extended Campus” or access the Web site at www.asu.edu/xed.

ACADEMIC STANDARDS - Back to Top

Preprofessional Status - Back to Top

All undergraduate students admitted to the College of Education as preprofessional students are subject to the general standards of academic good standing of the university. However, students who maintain standards of academic good standing during their freshman and sophomore years are not necessarily guaranteed admission to the Initial Teacher Certificate (ITC) program offered by the College of Education.

Professional Program Status - Back to Top

Students admitted to the ITC program within the College of Education must maintain academic standards and demonstrate requisite qualifications for successful teaching, including sound physical and mental health, interpersonal skills, basic communication skills, a positive attitude, appropriate professional conduct, and satisfactory performance in field experiences. Because ITC standards are higher than those for the university, a student who is suspended from the ITC program may still be eligible to enroll in other non-ITC courses.

A copy of the Retention and Disqualification Policy which is part of the ITC handbook may be obtained from the Office of Student Services, EDB L1-13.

College of Education faculty and placement teachers will routinely review preservice teachers’ professional attributes and characteristics to determine if the student is making satisfactory progress at both midterm and final. To maintain good standing, students will need to demonstrate appropriate professional demeanor in field placements and college classes.

Students demonstrating behaviors or characteristics that make it questionable as to whether they can succeed in the teaching profession are reviewed by the director of the Office of Professional Field Experiences and the assistant dean of the Office of Student Services. If necessary, a review panel composed of faculty members who have had direct involvement with the student is convened. Following this review, the student may be referred to the Division of Curriculum and Instruction Standards and Appeals Committee. The committee’s review may result in a decision to disqualify the student or the specification of conditions under which continued participation is permitted, i.e., probation.

Students who wish to appeal decisions of the Division of Curriculum and Instruction Standards and Appeals Committee may do so in writing to the dean of the college. Any exceptions to the retention and disqualification policies and procedures must be approved by the Division of Curriculum and Instruction Standards and Appeals Committee and the dean of the College of Education.

Certification for Teaching - Back to Top

The curricula for both the undergraduate and postbaccalaureate Initial Teacher Certification programs meet the requirements for teacher certification in the State of Arizona.

In addition to the course requirements specified in this catalog, there are other requirements for teacher certification mandated by the State of Arizona including the U.S. Constitution and Arizona Constitution requirement. Each student must pass the Arizona Educator Proficiency Assessment, which consists of professional knowledge and subject knowledge tests.

Because these requirements vary over program areas and may be changed at any time, students are encouraged to maintain close contact with the Office of Student Services regarding the most current state certification requirements.

The College of Education is approved by the Arizona Department of Education for the preparation of elementary, secondary, and special education teachers. Students who complete an approved program of study and meet all graduation requirements of the university and the college are recommended for certification to the Arizona Department of Education. The Office of Student Services maintains information about current certification requirements in Arizona and other states. (This information includes fingerprint clearance and passing the Arizona Educator Proficiency Assessment.)

Independent Learning Course Work for Credit - Back to Top

It is the general policy of the College of Education not to accept course credit for courses in education taken through Independent Learning. Exceptions to this policy may be approved if the Independent Learning course work has been approved in advance of enrollment in the course by the student’s advisor, respective program coordinator, and division director. In all such cases, an appropriate rationale must be submitted with the request to enroll.

B.I.S. CONCENTRATION - Back to Top

A concentration in education is available under the Bachelor of Interdisciplinary Studies (B.I.S.) degree, a program intended for the student who has academic interests that might not be satisfied with existing majors. Building on two academic concentrations (or one double concentration) and an interdisciplinary core, students in the B.I.S. program take active roles in creating their educational plans and defining their career goals. For more information, see Division of Undergraduate Academic Services, “Bachelor of Interdisciplinary Studies.”

GRADUATE DEGREES - Back to Top

The College of Education offers numerous graduate degree programs. For more information, see the “College of Education Graduate Degrees and Majors” table and the Graduate Catalog.

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