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Professional Pathways

Professional experiences at Mary Lou Fulton Teachers College are designed to prepare students to excel individually and to have a collective impact on the success of the learners they serve in schools and other learning environments.

Working with our school and district partners, we have a strong, practice-driven approach to how we can make teacher preparation work better for our students, for our partner schools, and for learners in those schools.

Mary Lou Fulton Teachers College Dean Carole Basile

We call our suite of professional learning experiences MLFTC Professional Pathways.

That suite includes residency roles that are required for institutional recommendation for certification. It  also includes other school-based professional experiences that do not, by themselves, lead to institutional recommendation for teacher certification. Those roles are called internships.

The MLFTC Professional Pathways model builds teams of 2–3 students who work together across classrooms under the direct supervision of a Lead Teacher, a certified teacher in the school where they work.

All MLFTC teams are supported by Site Leads, MLFTC faculty who provide key support to our students and the Lead Teachers and serve as key liaisons between the MLFTC student teams and their school and district leadership.

Benefits of MLFTC Professional Pathways 

  • Empower teacher candidates with more efficacy by allowing them to work together to solve challenges
  • Deliver the rewards of adult collaboration and multiple perspectives in a professional setting.
  • Offer professional learning experiences in which teacher candidates are exposed to more opportunities while being solely responsible for less
  • Provide opportunities for teacher candidates to deliver individualized attention to more learners
  • Participate in MLFTC’s broad commitment to improving the performance of education systems.

MLFTC Professional Pathways In Practice

MLFTC Professional Pathways challenges traditional teacher preparation models by introducing new roles and configurations of educators into the classroom:

  • Interns: Teacher candidates, typically in their junior year, are placed in local pre-K–12 schools to work part-time as assistant teachers.
  • Residents: TCs spend their senior year working full-time as associate teachers in teams placed in local pre-K–12 schools.
  • Lead Teachers: Experienced, certified teachers in each school serve as leaders to the teams of teacher candidates. Those teams may include both intern and resident TCs.
  • Site Lead:  An ASU faculty member works on-site within each partner school district, providing coaching, feedback, evaluation  and support to the teams of TCs.
  • Regional Lead: An ASU faculty member oversees MLFTC professional experiences within a designated region, facilitating the collaboration of team leads, site leads, MLFTC interns and residents, content faculty and other school and district personnel.

Degree programs

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