Brochure
Supplemental Standards: Best Professional Practices
Note: This document complements the Supplemental Standards for Candidates in College of Education Programs.
| Standard* | Description of "At Standard" Indicators |
| 1. The candidate contributes to a positive climate in the University classroom and all field placements. | Participates actively in class discussion and assignments; works effectively with others; shows respect of and consideration for the thoughts and feelings of others. |
| 2. The candidate demonstrates mastery of written and spoken language for self-expression, as well as for effective interaction in all settings. | Communicates effectively verbally; demonstrates an ability to write in a clear, organized, fluent manner; adheres to the conventions of the language when appropriate; recognizes distinctions between formal and informal communication. |
| 3. The candidate is a thoughtful and responsive listener. | Solicits feedback that demonstrates an understanding of program and professional goals and objectives; receives feedback in a positive manner and makes necessary adjustments; listens and responds to others. |
| 4. The candidate is committed to reflection, assessment, and learning as an ongoing process and believes all students can learn. | Reflects on information provided and demonstrates an ability to apply ideas to his/her own practice or life; able to modify behavior and/or understanding when provided with new information or experience; demonstrates an interest in and commitment to lifelong learning with the belief that all students can learn. |
| 5. The candidate is willing to give and receive help. | Volunteers to assist others in the University classroom and/or practicum setting; demonstrates openness to assistance from others. Accepts direction from others and respects authority. |
| 6. The candidate is sensitive to community and cultural norms of the teacher education program, the University classroom, and practicum settings. | Uses language that demonstrates sensitivity to others; communicates effectively with peers, instructors, K-12 students, and cooperating teachers; shows an awareness of the context in which s/he is interacting. |
| 7. The candidate appreciates and values human diversity and shows respect and fairness for others' varied talents and perspectives. | Listens to others' perspectives in a respectful and fair manner; exhibits an understanding of the complexities of race, power, gender, class, sexual orientation. and privilege in American society |
| 8. The candidate values the development of critical thinking, independent problem solving, and performance capabilities in himself or herself and those with whom he/she interacts. | Demonstrates an ability to identify, analyze, and evaluate complex issues; exhibits the ability to solve problems both independently and in cooperation with others; sets and achieves high standards. |
| 9. The candidate demonstrates a commitment to keeping abreast of new ideas and understanding in the education field. | Identifies and analyzes important trends in education; looks for opportunities to integrate theory and practice; demonstrates enthusiasm for learning new ideas and strategies; relates class discussions and issues to current events in education. |
| 10. The candidate demonstrates a level of responsibility and ethical judgment appropriate for a professional educator/administrator. | Attends all classes, practicum experiences, and required activities and arrives on time; dresses for practicum/clinical experiences in an appropriate manner; communicates in a professional manner regarding extenuating circumstances that may prevent attendance; comes to class prepared. Candidates maintain the confidentiality of communications to which they are privy through their interactions with agencies, staff, and other health professionals. |
| 11. The candidate maintains the highest ethical standards in interactions with faculty, students, and staff, as well as in preparation and submission of required course work, and the completion of assignments. | Does not represent the work of others as his/her own; is truthful when making statements about qualifications and competencies; observes contractual commitments and timelines; protects students‘ and families’ rights to privacy and confidentiality; establishes relationships with students, parents co-workers based on courtesy, mutual trust and open communication; respects the uniqueness and characteristics of family backgrounds; acts within the educational and wider community in a way which enhances the status of the profession; promotes the improvement of school/institutional policies; develops an understanding and respect for laws and policies that protect students, parents, families, and communities. |
| 12. The candidate maintains a pattern of exceeding minimal requirements in course and field placements. | Attends all required activities and arrives on time; dresses for student teaching and field experiences in a professional manner; communicates professionally to staff, students and families; comes to class prepared; engages students in a variety of learning experiences; respects diversity; volunteers to take on additional responsibilities, as appropriate; participates in professional development opportunities offered in the school setting; maintains privacy and confidentiality |
Candidates in P-12 College of Education Programs
Candidates in a P-12 College of Education program at University of Phoenix are subject to greater scrutiny because of their anticipated interactions with students, parents, and the school community. These candidates participate in one or more field placements as part of their academic program. As prospective educators/administrators, College of Education candidates are expected to represent the University as professionals and adhere to the ethics and standards of their profession as well as the University’s Student Code of Conduct.
The following Supplemental Standards for Candidates in P-12 College of Education Programs (“Supplemental Standards”) apply to these candidates before, during, and after their field placements. The Supplemental Standards address a candidate’s affective attributes and disposition to be an educator/administrator. Review the Supplemental Standards: Best Professional Practices Rubric for additional guidance.
A candidate’s ability to satisfactorily meet the Supplemental Standards is a matter of ongoing academic judgment made by faculty, campus staff, and campus management.
The candidate contributes to a positive climate in the University classroom and all field placements.
The candidate demonstrates mastery of written and spoken language for self-expression, as well as for effective interaction in all settings.
The candidate is a thoughtful and responsive listener.
The candidate is committed to reflection, assessment, and learning as an ongoing process and believes that all students can learn.
The candidate is willing to give and receive help.
The candidate is sensitive to community and cultural norms for the degree program, the University classroom, and all field placements.
The candidate appreciates and values human diversity and shows respect and fairness for others’ varied talents and perspectives.
The candidate values the development of critical thinking, independent problem solving, and performance capabilities in himself/herself and those with whom he/she interacts.
The candidate demonstrates a commitment to keeping abreast of new ideas and understanding in the education field.
The candidate demonstrates a level of responsibility and ethical judgment appropriate for a professional educator/administrator.
The candidate maintains the highest ethical standards in interactions with faculty, students, and staff, as well as in preparation and submission of required course work, and the completion of tests.
The candidate maintains a pattern of exceeding minimal requirements in course and field placements.
When it is determined that a candidate falls short of meeting any of the above Supplemental Standards, faculty, campus staff, or campus may file a Referral Form with the Office of Special Services (OSS). Any candidate who receives one or more referral(s) shall be counseled, remediated, or withdrawn from the program, as appropriate.
Candidates who are separately charged with violating the Student Code of Conduct shall be subject to the policies, procedures, and sanctions for processing such charges. However, a charge under the Student Code of Conduct may also be the basis for a referral on separate academic grounds under these Supplemental Standards. Similarly, an observation under the Referral Process may be the basis for a Student Code of Conduct charge.
Procedure for Processing Referral FormsThe College of Education has instituted processes to ensure that candidates are regularly evaluated and have access to coaching on professional requirements. These processes are conducted through the Office of Special Services (OSS) in collaboration between faculty, campus staff, and campus management who understand the profession and who can offer constructive feedback. The intention of the Referral Process is to identify a candidate’s deficiencies and promote dialogue about how the candidate can improve and move forward in the program.
During the course of a candidate's program, faculty members and campus staff will monitor the candidate’s academic progress through a review of grades and dispositions. The OSS will serve as the primary point of contact in instances in which a remediation plan and/or Candidate Retention Committee are deemed necessary.
A. One ReferralNotification of a Referral Form is sent to the candidate in writing by the Office of Special Services identifying the candidate’s deficiencies in meeting the above Supplemental Standards.
The candidate must meet with the Office of Special Services to discuss why the referral occurred and whether or not a formal remediation plan or other corrective action is needed.
The Office of Special Services may convene a meeting of the Candidate Retention Committee (“CRC”) if deemed necessary. If the CRC will be convened, the notification to the candidate shall specifically describe the issue(s) to be discussed and the possible recommendation options available to the CRC.
If the CRC will be convened, the candidate shall be provided with ten (10) days to respond to the notification.
If the CRC meeting is held, the Committee members shall discuss with the candidate the issues or problems that appear to be hindering his/her academic progress and make one of the following recommendations:
Take no action;
Institute a formal remediation plan; or
Withdraw the student from the program.
The CRC shall issue a report explaining the basis for its recommendation
Notification of a Referral Form(s) is sent to the candidate in writing by the Office of Special Services identifying the candidate’s deficiencies in meeting the above Supplemental Standards.
Notification shall specifically describe the issue(s) to be discussed and the possible recommendation options available to the CRC.
The candidate shall be provided with ten (10) days to respond to the notification.
After the candidate has the opportunity to respond, the Office of Special Services shall convene a meeting of the Candidate Retention Committee.
The CRC members shall discuss with the candidate the issues or problems that appear to be hindering their academic progress and make one of the following recommendations:
Take no action;
Institute a formal remediation plan; or
Withdraw the student from the program.
The CRC shall issue a report explaining the basis for its recommendation
The CRC is comprised of the Office of Special Services and at least two faculty members.
The candidate will be expected to participate in a dialogue with the Committee to exchange ideas on remediation or withdrawal from the program.
The candidate will not be permitted to have representation by an attorney or any other third party in this academic meeting.
If the CRC recommends that the candidate be withdrawn from the program, and this recommendation is endorsed by the Dean of Programmatic Accreditation and Regulatory Affairs, the candidate has the right to appeal this decision to the Central Administration Appeals Committee (CAAC) within 10 days of receipt of the decision.
The CAAC is generally comprised of at least the Dean and an Associate Dean from the College of Education or designee(s), and a Regional Director of Academic Affairs (RDAA).
The decision of the CAAC is final.
The CRC is comprised of the Office of Special Services and at least two faculty members.
The candidate will be expected to participate in a dialogue with the Committee to exchange ideas on remediation or withdrawal from the program.
The candidate will not be permitted to have representation by an attorney or any other third party in this academic meeting.
If the CRC recommends that the candidate be withdrawn from the program, and this recommendation is endorsed by the Dean of Programmatic Accreditation and Regulatory Affairs, the candidate has the right to appeal this decision to the Central Administration Appeals Committee (CAAC) within 10 days of receipt of the decision.
The CAAC is generally comprised of at least the Dean and an Associate Dean from the College of Education or designee(s), and a Regional Director of Academic Affairs (RDAA).
The decision of the CAAC is final.
