Contents > Tempe Campus > Mary Lou Fulton College of Education
Mary Lou Fulton College of Education
coe.asu.edu
Sarah Hudelson, PhD, Interim Dean
Curriculum and Instruction, Division of
Educational Leadership and Policy Studies, Division of
Psychology in Education, Division of
For students, choosing a professional college is an important step because it establishes the foundation on which a career will be built. The Mary Lou Fulton College of Education provides a stimulating, challenging forum where 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 Mary Lou Fulton 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 Mary Lou Fulton 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.
The Mary Lou Fulton College of Education is organized into three divisions. These divisions and their academic program areas are listed below.
Division of Curriculum and Instruction
Undergraduate programs prepare students with majors in early childhood education, elementary education, secondary education, and special education. Additionally, students choose an Initial Teacher Certification (ITC) program that will provide them with an Institutional Recommendation (IR) upon completion. The IR fulfills one step in becoming certified to teach in Arizona and may also be used in other states if reciprocity is allowed. 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
Educational Administration and Supervision
Educational Leadership and Policy Studies
Higher and Postsecondary Education
Social and Philosophical Foundations
Division of Psychology in Education
Lifespan Developmental Psychology
Measurement, Statistics, and Methodological Studies
In addition to divisions, administrative units and centers provide services to students and the community. These administrative units and centers are listed below.
Beginning Educator Support Team
Beginning Educator Support Team (BEST) is a quality research-based comprehensive teacher induction and mentoring program that promotes professional growth and development for the ultimate support of student learning. BEST partners with school districts and with individual teachers to provide support in strengthening effective teaching practices and aligning practice to the teaching standards. BEST includes four program components: BEST for Beginning Teachers, BEST Visitation Coaching, BEST Standards in Teaching and BEST for Mentor Teachers. For more information, call 480/965-4339, send e-mail to
See Center for Indian Education.
Commercialism in Education Research Unit
The Commercialism in Education Research Unit (CERU) conducts research, disseminates information, and facilitates dialogue between the educational community, policy makers, and the public at large about commercial activities in schools. CERU is guided by the belief that combining commercial activities with public education raises fundamental issues of public policy, curriculum content, the proper relationship of educators to the students entrusted to them, and the values that the schools embody. CERU is the only national academic research unit dedicated to this topic.
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, or access the Web site at coe.asu.edu/ctc.
See Center for Research on Education in Science, Mathematics, Engineering, and Technology.
Education Policy Studies Laboratory
See Education Policy Studies Laboratory.
Office of Professional Field Experiences.
Part of the Division of Curriculum and Instruction, the Office of Professional Field Experiences places all teacher preparation students in public schools and similar institutions for internships and student teaching. To meet the requirements of school districts applicants to the Initial Teacher Certification programs are required to provide a copy of their fingerprint clearance from the Department of Public Safety. This office monitors students’ progress in their field experiences, provides assistance for preservice 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, or access the Web site at coe.asu.edu/pfe.
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 the Hassayampa Academic Village, academic advising, Initial Teacher Certification professional programs admissions and retention, 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.
Southwest Center for Education Equity and Language Diversity
See Southwest Center for Education Equity and Language Diversity.
Other units within the college offering specialized research and educational services include the Mary Lou Fulton College of Education Preschool and Technology-Based Learning and Research. For more information about the preschool, call 480/965-2510, or access the Web site at coe.asu.edu/preschool. For more information about Technology-Based Learning and Research, call 480/965-3322, or access the Web site at tblr.ed.asu.edu.
Programs that prepare students for teacher certification by the state are available to undergraduates and individuals with a college degree (postbaccalaureate).
Undergraduate students interested in teacher certification in art, music, or dance enroll through programs offered by the Katherine K. Herberger College of Fine Arts. These students must also meet the same eligibility requirements for admission to Initial Teacher Certification (ITC) programs for certification, and a formal application must be submitted to the ITC program. For more information, see Initial Teacher Certification Programs 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. For descriptions of graduate degree programs, see the Graduate Catalog, or access the Web site at coe.asu.edu/candi. For more information, see the Mary Lou Fulton College of Education Graduate Degrees and Majors.
All newly admitted students to the Mary Lou Fulton College of Education are admitted as preprofessional education majors. Preprofessional students are advised by a team of academic advisors focused on preparing students for admission to Initial Teacher Certification (ITC) programs during their junior year. Admission to ASU with preprofessional status in the Mary Lou Fulton College of Education does not guarantee admission to ITC programs, which 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. It is crucial that all students seeking application to ITC programs gain valuable experience with the children or adolescents 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 Programs Admission
Undergraduate students must meet the following criteria to be considered for admission to Initial Teacher Certification (ITC) programs:
1. Be admitted to the Tempe campus as a degree-seeking student. Application information is available at www.asu.edu/admissions. Students planning to begin ITC programs in the spring should submit ASU admission materials in May. Students planning to begin ITC programs in the fall should submit admission materials in October.
2. Have a minimum 2.50 cumulative GPA (ASU GPA and transfer GPA combined) (verified one month before program start date).
3. Have a minimum 2.50 cumulative ASU GPA by the time the student begins the ITC program (verified one month before program start date).
4. Have already completed or be in the process of completing at least 56 semester hours (completion of the 56 semester hours will be verified one month before program start date).
5. Have completed or be in the process of completing the following prerequisites: ENG 101 and 102, the Mathematics (MA) requirement, and the Literacy and Critical Inquiry (L) requirement or the Natural Science (SQ or SG) requirement. Proof of in-progress course work (transcripts) must be submitted with the student’s ITC Application Portfolio. The above courses must be completed with grades of “C” (2.00) or higher by the time the student begins the ITC program (verified one month before program start date). For more information regarding courses that satisfy these requirements, consult with an Office of Student Services (OSS) advisor. Students from out-of-state institutions or students from outside of the Arizona public community college and university system need to have course equivalency approval before submitting an application.
6. Have demonstrated experience with the children or adolescents the student plans on teaching. Individuals who wish to become teachers need to have demonstrated a commitment to working with children in a way that helps children/adolescents learn a new skill, acquire knowledge, reinforce concepts, or expand their talents. The applicant’s interactions with children/adolescents need to be observed by a supervisor and referred to in the letters of recommendation.
7. Provide proof of DPS fingerprint clearance, either as in-progress or completed as part of the ITC Application Portfolio. (A copy of the fingerprint clearance card must be submitted one month before start of program).
8. Have made an application to the ITC program. (See ITC Program Application Deadlines.)
Note: Secondary Education students must complete a portion of their academic specialization before submitting application materials. See an advisor for more details.
Admission is a selective, competitive process and is not guaranteed to all who satisfy the minimum admission requirements. The ITC application is available online at coe.asu.edu/oss/admission before application deadlines.
Some ITC programs have additional admission requirements. Students should consult with an 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) to learn more about the ITC application and admission process. To schedule an IAS appointment, call the OSS at 480/965-5555.
ITC Program Application Deadlines
The Mary Lou Fulton College of Education has two admission cycles. The spring cycle for fall admissions has a priority deadline of September 1. The fall cycle for spring admissions has a priority deadline of February 1. For more information regarding late deadlines, access the ITC admission Web site at coe.asu.edu/oss/admission.
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.
To be considered for admission to the ITC program, transfer students must first be admitted to ASU. For more information, see Transfer Students or Readmission Students.
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 advising from the college. These sessions are conducted by academic advisors and are provided in groups according to the student’s desired major (early childhood, elementary, secondary, or special education). 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.
Students who are considering transferring to ASU and the Mary Lou Fulton College of Education, who are not yet committed to ASU as their school of choice, may schedule an appointment with the transfer recruitment specialist by calling 480/965-5555.
Transfer students from Arizona institutions should access the ASU Education Transfer guides for optimal course selection on the Web at asu.edu/provost/articulation.
Postbaccalaureate programs prepare students for certification by the state and are designed for those students who hold a bachelor’s degree. The college offers postbaccalaureate programs in early childhood education, elementary education, multilingual/multicultural education, secondary education, and special education. 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 for traditional postbaccalaureate students.
A student who wishes to be considered for admission to ITC programs must meet the following Mary Lou Fulton College of Education admission requirements for postbaccalaureate traditional certification programs:
1. be admitted to ASU as a nondegree graduate student;
2. have earned a bachelor’s degree from an accredited institution;
3. possess a junior/senior cumulative GPA of 2.50 or higher on a 4.00 scale; and
4. have submitted a completed application form and supporting materials by the appropriate deadline dates during the semester before admission.
Note: Students in the secondary education program must complete academic specialization requirements. 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 ITC programs should consult the Office of Student Services in the Mary Lou Fulton 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.
All new students are required to meet with an academic advisor before registering for their first semester. 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 are notified of “Welcome Week.” This is an opportunity to consult with advisors regarding academic difficulties, avenues for student involvement in campus activities, and preparation of spring schedules. Members of the fall 2007 freshman class have a new way to manage their academic experience; see eAdvisor. To schedule an appointment with an advisor, call 480/965-5555.
The Mary Lou Fulton College of Education offers four Bachelor of Arts in Education (BAE) degrees. See the Mary Lou Fulton College of Education Baccalaureate Degrees and Majors table below, for more information on these majors and their concentrations. Candidates for the BAE degree must complete an Initial Teacher Certification program in their major as outlined by the Mary Lou Fulton College of Education.
The Mary Lou Fulton College of Education offers Master of Education (MEd) degrees with certification courses embedded in the curriculum. For more information, see Integrated Certification in Teacher Education, Teacher Education and Certification Highway+Masters in Education, Teacher Education and Certification Highway+Masters in Education–Early Childhood Education, and Teacher Education for Arizona Mathematics and Science. Additional information is also available through the Web site at coe.asu.edu/oss/postbac. Students must meet Division of Graduate Studies admission requirements.
Initial Teacher Certification Programs
Initial Teacher Certification (ITC) programs consist of majors in the following areas of academic study: early childhood education, elementary education, secondary education, and special education. Within these majors, multiple teacher preparation programs exist in order to meet the diverse interests and circumstances of students. Students apply to one of the ITC programs, based on their unique interests and needs. The ITC programs offered through the college are as follows:
Early Childhood Education Major
This major offers two programs.
1. Early Childhood Education Teacher Preparation Program (ECD); and
2. Teacher Education and Certification Highway plus Master of Education–Early Childhood (TEACH+ME ECD).
This major offers six programs.
1. Apprentice Teacher Program (ATP);
2. Diné Teacher Education Program (DTEP);
3. Elementary Education Partnership Program (EEPP);
4. Indigenous Teacher Preparation Program (ITP);
5. Multilingual/Multicultural Education Program (MLMC); and
6. Teacher Education and Certification Highway plus Master of Education (TEACH+ME).
This major offers four programs.
1. Integrated Certification in Teacher Education plus Master of Education option (INCITE);
3. Summer Certification Institute in Secondary Mathematics (SCISM); and
4. Teacher Education for Arizona Mathematics and Science (TEAMS).
This major offers the Special Education Program (SPE).
For more information about these ITC programs, call 480/965-5555, or access the Office of Student Services Web site at coe.asu.edu/oss.
Apprentice Teacher Program (ATP) is an immersion elementary education program that is completed in one calendar year, January through December, with all course work, field experiences, and student teaching 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. For application deadline dates, access the Web site at coe.asu.edu/oss/admission.
Diné Teacher Education Program
The Diné Teacher Education Program (DTEP) is a collaborative effort between Diné College and the ASU Mary Lou Fulton 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. 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 Program (Birth–Grade 3)
The early childhood program (ECD) has a core focus on interprofessional education. Students work with members of other disciplines and collaborate between and across community programs and university departmental structures to promote 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 birth–grade 3 certification program. For course requirements, see Course Requirements.
Elementary Education Partnership Program (K–8)
The College of Education Partnership Program is a four-semester field-based program that works closely with elementary schools to prepare certified teachers for teaching grades K–8. University and school faculty collaborate to develop and teach methods courses and supervise field experiences. Planned course “blocks” are scheduled each semester and methods courses are taught in partner schools for blocks one and two. The faculty includes work with children and classroom teachers during scheduled class times, and reading courses include a supervised practicum each semester. In the first semester preservice teachers subscribe to a web-based tool that is used across the program for portfolio development and for assignments that are continued from one semester to the next. A summer semester option may be available. Consult with an academic advisor in the Office of Student Services for application deadlines and criteria. For course requirements, see Course Requirements.
Indigenous Teacher Preparation Program
The Indigenous Teacher Preparation Program (ITP) meets the unique educational and culturally related academic needs of indigenous children. ITP has developed a program focusing on cultural knowledge and sensitivity; it emphasizes pedagogy and strategies that are most effective for indigenous learners. ITP strives to prepare high quality beginning teachers for elementary certification, provide a developmental and responsive curriculum focused on Indian education, foster knowledge and values of the indigenous community, and promote leadership in teaching and teacher education. The program benefits teaching candidates through a cohort for support, an apprentice model for field experiences, and numerous university resources.
Integrated Certification in Teacher Education
INCITE is a flexible program that prepares working adults to become secondary education teachers. 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. Daytime field experience internship hours are required. INCITE is designed for postbaccalaureate students only. Students also participate in teaching experiences with a mentor teacher and children in designated urban schools.
Multilingual/Multicultural Program
The MLMC program is a four-semester sequence offered in “blocks” with focused field requirements in selected elementary schools that offer bilingual and/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. For course requirements, see Course Requirements.
In order to integrate teacher education preparation with the secondary education requirement for an academic specialization, the Mary Lou Fulton 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 15 active academic specializations, and have the option of adding a middle school endorsement. In addition to these 15 active secondary education programs, three additional specializations are available through the Herberger College of Fine Arts, including Music Education (choral-general or instrumental music), Art Education, and Dance Education. Fine Arts majors receive a recommendation for 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 Mary Lou Fulton College of Education. For course requirements, see Course Requirements.
The special education program (SPE) leads to the BAE degree in Special Education and 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 teaching certificate in one area, which is determined by the area of student teaching placement. A school internship is required for each semester. For course requirements, see Course Requirements.
Summer Certification Institute for Secondary Mathematics
The Summer Certification Institute for Secondary Mathematics (SCISM) program is designed to increase the pool of secondary mathematics teachers defined as highly qualified under the No Child Left Behind legislation. This goal is accomplished by recruiting high performing mathematics majors in the spring of their junior year and making it possible for them to complete the requirements of a BA or BS in mathematics and a BAE with mathematics certification in a timely, convenient, and affordable manner. Field experience is offered in the Phoenix Union High School District. The program consists of six-week sessions of classroom and field experiences during the two summers surrounding the senior year, and an academic year field experience with a learning community. Students do their student teaching in the fall following their senior year.
Teacher Education and Certification Highway+Masters in Education
Teacher Education and Certification Highway + Masters in Education (TEACH+ME) is a self-paced postbaccalaureate program geared toward working adults interested in achieving elementary (K–8) teaching certification or current teaching professionals who do not possess elementary education certification. The program offers students an array of experiences. Students learn the most recent teaching strategies and become an interactive force in the development of a professional teacher education model. Students also participate in teaching experiences with a mentor teacher and children in designated urban schools.
Teacher Education and Certification Highway+Masters in Education–Early Childhood Education
Teacher Education and Certification Highway+Masters in Education (TEACH+ME ECD) is a self-paced postbaccalaureate program geared toward working adults interested in achieving early childhood (K–3) teaching certification or current teaching professionals who do not possess early childhood education certification. The program offers students an array of experiences. Students learn the most recent teaching strategies and become an interactive force in the development of a professional teacher education model. Students also participate in teaching experiences with a mentor teacher and children in designated urban schools.
Teacher Education for Arizona Mathematics and Science
Teacher Education for Arizona Mathematics and Science (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
In addition to fulfilling college and major requirements, students must meet all university graduation requirements. For more information, see University Graduation Requirements.
A minimum of 120 semester hours is required for the Bachelor of Arts in Education (BAE) degree. The BAE degree consists of four areas:
2. Mary Lou Fulton College of Education core requirements;
3. academic specialization (Secondary Education only); and
4. Initial Teacher Certification (ITC) program courses.
The Mary Lou Fulton College of Education requires degree candidates to meet individual course assessment standards, 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 Katherine K. Herberger College of Fine Arts and specified courses through the ITC program.
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 Online ASU Interactive 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.
Mary Lou Fulton College of Education Core Requirements
Initial Teacher Certification programs prepare students for teacher certification and require students to complete semester hours selected from 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 Guidelines for Determination of Catalog Year.
Initial Teacher Certification Programs Courses
Initial Teacher Certification (ITC) programs are sequential programs 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 generally 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 an academic advisor before applying to the ITC program of their choice, to determine the ITC courses for their designated admission date.
Undergraduate students must file a declaration of graduation 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 Mary Lou Fulton College of Education. See University Graduation Requirements.
Field Experience Course Requirements
Students admitted to the ITC program are required to participate in a field experience during each semester of the program. These field experiences progress from observation and participation internships to long-term supervised student teaching. Students are required to obtain a fingerprint clearance card prior to their first internship.
Students should expect these field experiences to be above and beyond the class times listed in the Online ASU Interactive Schedule of Classes for each semester. Such field experiences typically take place in 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.
Assignments in the schools during internship semesters are designed to prepare students for the highly demanding performance-based student teaching during the final semester.
The capstone field experience, called student teaching, occurs in the final semester of each ITC program and is a full-day, full-semester obligation. Student teaching takes place only during fall or 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 course requirements for each academic specialization, refer to the location shown in the Academic Specializations.
For approval to student teach, ITC students must
1. have attained a high level of professional standards in previous field experience assignments;
2. be in good standing as defined in the ITC Student Program and Continuation Policy;
3. not have an incomplete grade in any ITC course;
4. complete all ITC courses (with a “C” [2.00] or higher);
5. have all General Studies, Mary Lou Fulton College of Education, and academic specialization course work completed (If student teaching in fall, a student must complete all courses by the end of the first summer session; if in spring, by the end of the fall semester.); and
6. 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 is 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 Mary Lou Fulton College of Education Standards Committee. For more information, contact an academic advisor in the Office of Student Services.
Many courses are held at local elementary schools during the 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.
Mary Lou Fulton College of Education Requirements1
ECD 210 The Developing Child: Theory into Practice: Birth–Pre-K (3)
ECD 214 The Developing Child: Theory into Practice: K–3 (3)
MCE 446 Understanding the Culturally Diverse Child C (3)
MTE 180 Theory of Elementary Mathematics (3)
MTE 181 Theory of Elementary Mathematics (3)
RDG 334 Children’s Literature and Elementary School Curriculum (3)
SPE 311 Orientation to Education of Exceptional Children SB, C (3)
1 A minimum grade of “C” (2.00) is required in all courses.
2 This course can be taken before beginning ECD ITC program or completed by start of Block 2.
ECD 220 Nutrition, Health, and Safety for Young Children2 (2)
ECD 300 Principles of Interprofessional Collaboration (3)
ECD 301 Technology, Media, and Community-Based Education for Young Children (1)
ECD 315 Classroom Organization and Guidance in the Early Years (2)
ECD 400 Inquiry into Teaching and Learning (3)
EDT 300 Computers in Education (1)
SPF 401 Theory and Practice in Education (1)
BLE 408 SEI for Linguistically Diverse Learners (3)
ECD 406 Assessment: Birth–Age 8 (3)
ECD 476 Integrated Curriculum: Birth–Pre-K (3)
ECD 477 Student Teaching: Pre-K or Infant/Toddle 2 (4)
ECD 401 Integrated Curriculum and Assessment: Social Studies and Creative Arts (3)
ECD 404 Teaching Reading and Language Arts in Early Childhood (3)
ECD 420 Integrated Curriculum and Assessment: Science (3)
ECD 480 Integrated Curriculum and Assessment: Mathematics (3)
ECD 478 Student Teaching in Early Childhood K–34 (8–10)
ECD 479 Early Childhood Education Student Teaching Seminar (1)
ECD 481 Issues and Practices in Early Childhood Education (1)
SPE 416 Quality Practices in the Collaborative Classroom5 (3)
ITC program course total 52–54
1 A minimum grade of “C” (2.00) is required in all courses.
2 ECD 477: Student Teaching: Pre-K or Infant /Toddler is a nine-week experience, four half days per week.
3 These methods courses may be team-taught in pairs for seven weeks plus one Saturday session.
4 Student teaching, K–3, during Block 4, is for 12 weeks. Each week requires four full days per week, with the fifth day for course meetings.
5 SPE 416 may be taken before Block 4 and may be tailored for early childhood.
6 Field experience placement will be in the infant, toddler/pre-K setting.
7 Field experience will be in a K–3 setting.
Elementary Education (Partnership Program)—BAE
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. Course content is in place to qualify all students in this program for a provisional ESL endorsement.
Many courses are held at local elementary schools during the 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.
Mary Lou Fulton College of Education Requirements*
EDP 303 Human Development L/SB (3)
or CDE 232 Human Development SB (3)
or ECD 214 The Developing Child: Theory into Practice: K–3) (3)
or EDP 313 Childhood and Adolescence (3)
EDP 310 Educational Psychology SB (3)
MCE 446 Understanding the Culturally Diverse Child C (3)
MTE 180 Theory of Elementary Mathematics (3)
MTE 181 Theory of Elementary Mathematics (3)
SPE 311 Orientation to Education of Exceptional Children SB, C (3)
* A minimum grade of “C” (2.00) is required in all courses.
EED 331 Integrated Children’s Literature (1)
EED 433 Language Arts Methods, Management, and Assessment in the Elementary School (3)
RDG 431 Teaching Reading/Practicum Grades K–3 (3)
SPE 416 Quality Practices in the Collaborative Classroom (1)
SPF 401 Theory and Practice in Education (1)
BLE 408 SEI for Linguistically Diverse Learners (3)
EDT 300 Computers in Education (1)
EED 332 Integrated Children’s Literature (1)
EED 455 Social Studies Methods, Management, and Assessment in the Elementary School (3)
RDG 432 Teaching Reading/Practicum Grades 4–8 (3)
SPE 416 Quality Practices in the Collaborative Classroom (1)
EED 420 Science Methods, Management, and Assessment in the Elementary School (3)
EED 480 Mathematics Methods, Management, and Assessment in the Elementary School (3)
SPE 416 Quality Practices in the Collaborative Classroom (1)
SPF 301 Culture and Schooling L (3)
EED 478 Student Teaching in the Elementary School (12)
* A minimum grade of “C” (2.00) is required in all courses.
Elementary Education (Apprentice Teacher Program)—BAE
Offered jointly with local school districts, the Apprentice Teacher Program (ATP) is an immersion, 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.
The Initial Teacher Certification (ITC) program is completed in one calendar year, spring admission only. All course work (General Studies and Mary Lou Fulton College of Education requirements) not included in the ATP program, must be completed before beginning the program. Additionally, undergraduate students must complete 70 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. 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.
Mary Lou Fulton College of Education Requirements*
EDP 310 Educational Psychology SB (3)
MTE 180 Theory of Elementary Mathematics (3)
MTE 181 Theory of Elementary Mathematics (3)
SPE 311 Orientation to Education of Exceptional Children SB, C (3)
* A minimum grade of “C” (2.00) is required in all courses.
EDP 303 Human Development L/SB (3)
EDT 300 Computers in Education (1)
EED 433 Language Arts Methods, Management, and Assessment in the Elementary School (3)
RDG 414 Teaching Reading/Decoding (3)
SPF 301 Culture and Schooling L (3)
SPF 401 Theory and Practice in Education (1)
EED 420 Science Methods, Management, and Assessment in the Elementary School (3)
EED 444 Organizing the Classroom Culture (1)
EED 455 Social Studies Methods, Management, and Assessment in the Elementary School (3)
EED 480 Mathematics Methods, Management, and Assessment in the Elementary School (3)
SPE 416 Quality Practices in the Collaborative Classroom (3)
BLE 408 SEI for Linguistically Diverse Learners (3)
EED 478 Student Teaching in the Elementary School (12)
* A minimum grade of “C” (2.00) is required in all courses.
Elementary Education (Multilingual/Multicultural Education Concentration)—BAE
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 School of International Letters and Cultures. 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.
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 language proficiency to the Office of Student Services before an Institutional Recommendation is provided to the student. English as a Second Language guidelines are available on the Arizona Department of Education Web site.
Many courses are held at local elementary schools during the school day. Field Experience requires a minimum commitment of six hours a week during the 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.
Mary Lou Fulton College of Education Requirements1
EDP 310 Educational Psychology SB (3)
MTE 180 Theory of Elementary Mathematics (3)
MTE 181 Theory of Elementary Mathematics (3)
RDG 334 Children’s Literature and Elementary School Curriculum (3)
SPE 311 Orientation to Education of Exceptional Children SB, C (3)
1 A minimum grade of “C” (2.00) is required in all courses. MCE 446 Understanding the Culturally Diverse Child (3) is strongly recommended as an elective.
2 For information on language proficiency, see Language Proficiency.
Semester I: Living the Scholarly Life of a Multicultural Citizen
BLE 400 Principles of Language Minority Education (3)
BLE 455 Social Studies Methods, Management, and Assessment in
Elementary BLE/ESL Settings (3)
MCE 447 Diversity in Families and Communities in Multicultural Settings (3)
SPF 401 Theory and Practice in Education (1)
Semester II: Living the Scholarly Life of Science and Math
BLE 408 SEI for Linguistically Diverse Learners (3)
BLE 420 Science Methods, Management, and Assessment in BLE/ESL Settings (3)
BLE 480 Mathematics Methods, Management, and Assessment in
Elementary BLE/ESL Settings (3)
EDT 300 Computers in Education (1)
SPE 416 Quality Practices in the Collaborative Classroom (3)
Semester III: Living the Scholarly Life of Literacy/Biliteracy
BLE 335 Language Diversity in Classrooms (3)
BLE 414 Reading Methods, Management, and Assessment in BLE/ESL Settings (3)
BLE 433 Language Arts Methods, Management, and Assessment in
Elementary BLE/ESL Settings (3)
BLE 478 Student Teaching in the Elementary School2 (12)
1 A minimum grade of “C” (2.00) is required in all courses.
2 Student teaching requires students to student teach in multicultural, multilingual school settings with a mentor teacher who holds a bilingual or ESL endorsement and teaches in a diverse setting—without exception.
Elementary Education (Indigenous Education)—BAE
Many courses are held at local elementary schools during the school day. Field Experience requires a minimum commitment of six hours a week during the 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.
Mary Lou Fulton College of Education Requirements*
RDG 334 Children’s Literature and Elementary School Curriculum (3)
MCE 446 Understanding the Culturally Diverse Child C (3)
MTE 180 Theory of Elementary Mathematics (3)
MTE 181 Theory of Elementary Mathematics (3)
SPE 311 Orientation to Education of Exceptional Children SB, C (3)
* A minimum grade of “C” (2.00) is required in all courses.
EDP 310 Educational Psychology SB (3)
EDT 300 Computers in Education 1
IED 410 History of American Indian Education SB, C, H (3)
IED 455 Social Studies Methods, Management, and Assessment
for Indigenous Classrooms C
(3)
IED 496 Field Experience: Classroom Management and Organization (1)
SPF 301 Culture and Schooling L (3)
SPF 402 Teachers and the Law in Indigenous Communities (1)
IED 413 Language Arts Methods, Management, and Assessment for Indigenous Classrooms (3)
IED 414 Reading Methods, Management, and Assessment for Indigenous Classrooms (3)
IED 422 Methods of Teaching Indian Students C (3)
IED 496 Field Experience: Classroom Management and Organization (1)
SPE 418 Quality Practices in the Collaborative Indigenous Classroom (3)
BLE 408 SEI for Linguistically Diverse Learners (3)
IED 420 Science Methods, Management, and Assessment for Indigenous Classrooms (3)
IED 430 Issues in Language and Literacy of Indigenous Peoples HU/SB, C (3)
IED 480 Mathematics Methods, Management, and Assessment for Indigenous Classrooms (3)
IED 496 Field Experience: Classroom Management and Organization (1)
BLE 478 Student Teaching in the Elementary School (12)
* A minimum grade of “C” (2.00) is required in all courses.
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 to 38 semester hour sequential program that consists of pedagogical and theoretical education.
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1 Art education and dance education concentrations are under corresponding BFA majors. 2 Students pursue a BM degree with a major in Music Education. |
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All methods courses (including SED 403) must be taken with a field experience. SED 403 must be taken during the first semester of ITC admission. Field Experience requires a minimum commitment of six hours a week during the school day. 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.
Mary Lou Fulton College of Education Requirements1
SPE 311 Orientation to Education of Exceptional Children SB, C (3)
Academic specialization2 (30–60)
BLE 407 SEI for Secondary Students (3)
EDP 303 Human Development L/SB (3)
or EDP 313 Childhood and Adolescence3 (3)
EDP 310 Educational Psychology SB (3)
EDT 300 Computers in Education (1)
RDG 301 Literacy and Instruction in the Content Areas (3)
SED 403 Middle and Secondary School Principles, Curricula, and Methods4 (3)
SED 478 Student Teaching in Secondary Schools (12)
SPE 417 Inclusion Practices at the Secondary Level (3)
SPF 301 Culture and Schooling L (3)
SPF 401 Theory and Practice in Education (1)
Methods in academic specialization I4 (3)
Methods in academic specialization II4 (3)
1 A minimum grade of “C” (2.00) is required in all courses.
2 Refer to ASU curriculum checksheets for specific information about each concentration (www.asu.edu/provost/articulation/checksheets).
3 Students who take EDP 313 instead of EDP 303 and student teach in grades 7 to 9 qualify for a recommended middle grade endorsement.
4 This course must be taken with field experience.
Many courses are held at local elementary schools during the school day. Field Experience requires a minimum commitment of six hours a week during the 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.
ENG 101 First-Year Composition (3)
ENG 102 First-Year Composition (3)
Mary Lou Fulton College of Education Requirements1
BLE 407 SEI for Secondary Students (3)
or BLE 408 SEI for Linguistically Diverse Learners2 (3)
MTE 180 Theory of Elementary Mathematics (3)
MTE 181 Theory of Elementary Mathematics (3)
1 A minimum grade of “C” (2.00) is required in all courses.
2 Students may choose between the secondary or elementary version of SEI. BLE 407 and 408 can be taken in semester I, II, or III, but not with student teaching in semester IV.
SPE 309 Basic Special Education Curriculum2 (3)
SPE 311 Orientation to Education of Exceptional Children2 SB, C (3)
SPE 314 Introduction to Bilingual/Multicultural Special Education (3)
SPE 361 Introduction to Learning Disabilities (3)
SPF 301 Culture and Schooling L (3)
EDT 300 Computers in Education (1)
SPE 312 Mental Retardation (3)
SPE 336 Behavioral and Emotional Problems in Children (3)
SPE 412 Evaluating Exceptional Children (3)
SPE 413 Methods in Language, Reading, and Arithmetic for Exceptional Children (3)
SPE 411 Parent Involvement and Regulatory Issues (3)
SPE 414 Instructional Management and Strategies: Reading and Writing (3)
SPE 415 Classroom and Behavior Management (3)
SPE 419 Instruction in Content Areas: Science/Social Studies (3)
SPE 496 Field Experience (7.5 hours/week) (1)
SPE 478 Student Teaching in Special Education (12)
1 A minimum grade of “C” (2.00) is required in all courses.
2 This course may be taken before being admitted to the ITC.
Students admitted to ITC programs must maintain high academic standards and demonstrate the requisite qualifications for successful teaching, including sound physical and mental health, good 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 an ITC program may still be eligible to enroll in other non-ITC courses.
A copy of the ITC Student Program Continuation Policy, which is part of the ITC handbook, may be obtained from the Office of Student Services, EDB L1-13.
Mary Lou Fulton College of Education faculty and placement teachers review preservice teachers’ professional attributes and characteristics to determine if the student is making satisfactory progress at both midterm and final examinations. To maintain good standing, students must 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 committee and the dean.
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 Mary Lou Fulton College of Education is approved by the Arizona Department of Education for the preparation of elementary, secondary, and special education teachers. The Office of Student Services maintains information about current certification requirements in Arizona and other states.
Independent Learning Course Work for Credit
It is the general policy of the Mary Lou Fulton 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.
A concentration in education is available under the Bachelor of Interdisciplinary Studies (BIS) 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 BIS program take active roles in creating their educational plans and defining their career goals. For more information, see School of Interdisciplinary Studies.
The Mary Lou Fulton College of Education offers numerous graduate degree programs. For more information, see the Mary Lou Fulton College of Education Graduate Degrees and Majors table, and the Graduate Catalog.
Courses
Information about all courses is available on the Web at ASU Interactive. For more information, see Classification of Courses.
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