Ala. Admin. Code r. 290-3-3-.01 - Definitions
Other terms related to the preparation and certification of educators are provided in the current Educator Certification Chapter (290-3-2) of the Alabama Administrative Code.
1.
30/18. The 4x12 requirement
for early childhood, elementary, and collaborative special education programs
has been removed. EPPs should make certain that the appropriate courses are
taken by candidates to have a broad understanding of subject areas and be able
to pass the appropriate AECAP assessments. All Class B programs require a
teaching field, including at least 30 semester hours of credit with at least 18
semester hours of upper-division credit.
2.
Academic Major. The
specialized area of study in a discipline. For program approval, the major must
require a minimum of 30 semester hours of credit with at least 18 semester
hours of upper-division credit. A college or university may choose to require
the courses in the comparable Arts and Science type major, or the EPP may
combine courses from the comparable Arts and Science type major with education
courses. This requirement applies to all certification age or grade spans:
Pre-kindergarten (birth to age 4), early childhood (P-3), elementary (K-6),
middle level (4-8) secondary (6-12), and all grades (P-12).
3.
Accreditation. A formal
process conducted by a nongovernmental, independent accrediting agency
recognized by either the U.S. Department of Education or the Council for Higher
Education Accreditation to ensure the delivery of sound educational programs.
Institutional credit in Alabama is through the Southern Association of Colleges
and Schools Commission on Colleges (SACSCOC). Accreditation may pertain to an
entire institution ("institutional accreditation") or to specific academic
programs or divisions ("specialized accreditation" or "programmatic
accreditation").
4.
Advanced
Certificate. A certificate earned after an individual has an initial
certificate. It is a higher-level qualification than the initial certificate.
Candidates demonstrate that they have deeper content knowledge and more
specialized skills in a particular field. This certificate does not have to be
in the same content area and grade band as the initial certificate. More
information is found in the approved program definition.
5.
Alabama Educator Certification
Assessment Program (AECAP). The statewide testing program required by
the Alabama State Board of Education. Electronic score reports must be
submitted directly from the testing service to the Alabama State Department of
Education. Applicants must meet the requirements in effect at the time of
unconditional admission unless a test has been sunset prior to the candidate
passing the assessment. Specific information regarding current test and score
requirements for all areas of certification may be found in the
Educator Assessment Policies Manuals A and B.
a.
Basic Skills Assessments in Reading,
Writing, and Mathematics. No longer a requirement.
b.
Praxis Subject Assessments.
Educational Testing Service (ETS) is the Praxis vendor. The Praxis content
knowledge assessments became effective April 14, 2005, and are required as a
precondition for initial certification in any teaching field or area of
instructional support.
c.
Praxis Principles of Learning and Teaching. Educational Testing
Service (ETS) is the Praxis vendor. The Praxis Principles of Learning and
Teaching (PLT) is the required pedagogical assessment for initial certification
in all teaching fields where an edTPA handbook does not exist.
d.
edTPA. Pearson is the edTPA
vendor. The edTPA pedagogical assessments became effective September 1, 2018,
and are required for initial certification in all teaching fields where a
handbook is developed.
e.
Foundations of Reading. Pearson is the Foundations of Reading
vendor. The Foundations of Reading assessment became effective September 1,
2022, and is required for initial certification in Early Childhood, Elementary,
and Collaborative K-6.
6.
Alabama Program Improvement for Educators (AL-PIE). The process
Alabama uses to review teaching field and instructional support programs. This
replaces the Continuous Improvement in Educator Preparation (CIEP) program
approval process.
7.
Alabama
State Board of Education (State BOE). The governing body that votes and
makes decisions regarding the rules for the Alabama State Department of
Education.
8.
Alabama State
Department of Education (ALSDE). The State agency that implements the
rules for education decided upon by the State BOE.
9.
Alternative Teacher Preparation
Organization (ATPO). An organization the Alabama State Board of
Education deems qualified to offer certification programs to qualified
individuals in the state of Alabama in accordance with Ala. Code §
16-23-3.1 (1975).
10.
Application for
Certification. Current, completed official forms and supporting
documents, including documentation of compliance with the requirements of the
Alabama Educator Certification Assessment Program (AECAP). An individual who
completes a program approved by the State of Alabama must apply for Alabama
certification within 60 calendar months of the program completion date. If a
program completer does not apply within 60 months and desires to be certified,
the institution of higher education (IHE) should evaluate the candidate based
upon current certification requirements. Additional information about the time
limit is provided in the current Educator Certification Chapter (290-3-2) of
the Alabama Administrative Code.
11.
Apprenticeship. A model of
educating teachers based upon the adage, "See one, do one, teach one". This
model is based upon preparation through active and interdependent engagement to
promote understanding and proficiency in specific tasks. Programs evaluate
candidate competencies to ensure that candidates are meeting all program
standards. Competencies can be measured in several ways, including portfolios,
mastery exams, and work-based credits, etc. This aids schools in recruiting and
developing a high-skilled teaching force, and helps apprentices gain direct
experience in teaching prior to completing their chosen program. Requirements
are defined based upon the apprenticeship that the individual is completing. It
is the responsibility of the EPP to demonstrate that all program requirements
have been met prior to recommending the candidate for certification. Additional
information regarding apprenticeships can be found by contacting the Alabama
Office of Apprenticeship.
12.
Approved Program. The outlined course of study required for
completion of the degree program leading to certification.
a.
Class B programs: must have a
minimum of 120 semester hours. These programs consist of general studies,
professional studies, and a teaching field. The teaching field must have a
minimum of 30 semester hours with 18 of those hours being upper-division
courses. Comprehensive programs must have coursework in each area of the
broader field. These are initial certification programs.
b.
Class A programs: must have a
minimum of 30 semester hours. For Class A teaching field programs, 1/3 of the
program hours must be in the teaching field. Comprehensive programs must have
courses in at least 2 areas of the broader field. Class A programs are offered
both as Alternative A programs which lead to initial certification, and
traditional Class A programs which may lead to initial certification in a
content area and grade band but are only available to individuals who have an
initial certificate in some area of certification. Individuals completing
initial certification in a content area and/or grade band must meet
requirements of AECAP. Additionally, an internship or practicum may be
required. These programs are available in the teaching field and areas or
instructional support programs. See specific rules for more details.
c.
Class AA programs: must have
a minimum of 30 semester hours. For Class AA teaching field programs, 1/3 of
the program hours must be in the teaching field. Comprehensive programs must
have courses in at least area two areas of the broader field. Traditional Class
AA programs lead to advanced certification in a content area and grade band.
Only Teacher Leader, ESOL, and Special Education programs offer initial
certification at the Class AA level. See specific rules for more
details.
13.
Candidates. Pre-service or in-service persons enrolled in higher
education for the purpose of earning initial or advanced certification in a
teaching field or area of instructional support or for professional development
purposes. The term "students" as used in this Chapter and in the Educator
Certification Chapter (290-3-2) of the Alabama Administrative
Code refers to persons enrolled in P-12 schools.
14.
Certification. Issuance of
certificates to persons who have met the requirements of the Alabama State
Board of Education. (Often referred to as "licensure" in many
states.)
15.
Classroom
Management. Content is either embedded across courses, or a standalone
course that provides candidates with the strategies and techniques teachers use
to create an orderly, productive environment in the classroom. The course is
focused on classroom structure, setting expectations, and fostering behaviors
to enhance engagement, learning, and collaboration.
16.
Clinical Educator. P-12
school and higher education faculty member responsible for instruction,
supervision, and assessment of candidates during field experiences and clinical
practice.
17.
Clinical
Experience. Extended practice that candidates complete prior to
certification. Clinical experiences can occur as field experiences, a
practicum, apprenticeship, and/or internship. Field experiences are generally
course embedded. A practicum generally is a separate course that allows
concentrated exposure in the P-12 environment. An internship is generally a
culminating experience that occurs in a program where candidates demonstrate
their ability to implement the concepts learned throughout the program.
Key components are:
* Strong partnerships between EPPs and Local Education Agencies (LEA) and/or Service-Learning Centers
* LEAs that support rich learning experiences for students and teacher candidates
* Placements that offer experience in content are/or grade level areas
* Highly skilled cooperating teachers
* University supervisors that create coordinated and cohesive experiences for candidates to bridge theory and practice
* Performance assessments
* Clear, relevant, and strong links between theory and practice.
18.
Clinical
Practice. An internship that provides candidates with an intensive and
extensive culminating experience. Candidates are immersed in the learning
community and are provided opportunities to develop and demonstrate competence
in the professional roles for which they are preparing.
19.
Cohort. The group of
prospective candidates deemed to meet requirements for unconditional admission
to a program during a cycle determined by the Educator Preparation Provider
(EPP). The EPP must meet CAEP cohort GPA requirements.
20.
Comprehensive Teaching
Field. A teaching field that prioritizes attention to standards,
develops student content knowledge, empowers teacher decision making,
emphasizes coherent instruction, and commits to research and learning from
mistakes. It involves fundamental concepts essential for each area of the
greater field of the related curriculum.
* Class B programs must meet all content areas. Class A and AA programs must meet two of the content areas in the greater comprehensive teaching field.
* English Language Arts, General Science, and General Social Studies are the comprehensive teaching fields. For English Language Arts, content areas are literature, grammar, reading skills, writing, speech, drama/theatre, and print or broadcast journalism. For General Science, content areas are biology, chemistry, Earth and space science, and physics. For General Social Studies, content areas are economics, geography, history, political science/civics, and the social/ behavioral sciences.
21.
Continuous Improvement. The
process used for program review. Program approval can occur through Alabama
program review, SPA review, or CAEP program review. Alabama Program Improvement
for Educators (AL-PIE) is the Alabama-specific process to review programs. It
consists of two major components: document review and a visit. It replaces the
Continuous Improvement Process in Educator Preparation (CIEP). More information
can be found in Rule
290-3-3-.45 (Alabama State
Department of Education, EPP and Program Approval, and Innovative
Programs).
22.
Cooperating
Teacher. See "Clinical Educator."
23.
Council for the Accreditation of
Educator Preparation (CAEP). The national accrediting body. All EPPs in
Alabama must maintain CAEP accreditation.
24.
Dispositions. The
commitments and professional ethics that influence behaviors toward students,
families, colleagues, and communities and affect student learning, motivation,
and development, as well as the educator's own professional growth.
25.
Educational Experience. See
definition of "Professional Educational Work Experience" in the Educator
Certification Chapter (290-3-2) of the Alabama Administrative
Code.
26.
Educator
Preparation Provider (EPP). A term adopted by CAEP to replace the word
"unit" and to mean the entity responsible for the preparation of educators. The
word "provider" may be used in lieu of educator preparation provider or
EPP.
27.
Field
Experiences. Prior to the internship, a variety of early and ongoing
field-based contacts in P-12 schools and other appropriate settings that are
provided as a part of the instructional program available through observation,
study of school situations, assisting in instruction, participation in
professional development opportunities in the content area or specific to
teaching in the content area, and supervised teaching that contribute to the
understanding and competence of the candidate. Field experiences may be
course-embedded or standalone. See definition of "Service-Learning Centers."
[Candidates must have cleared criminal history background check prior to
participation in any field experiences or activities working with students. EPP
must have a written policy to ensure the safety of children.]
28.
Full-time Faculty. Employees
of a higher-education institution with full-time assignments in educator
preparation as instructors, professors, or administrators. See "Major Area of
Faculty Specialization."
29.
General Studies. This encompasses a wide range of academic
disciplines. It covers a range of skills needed for success within any given
career. The program allows you to explore an array of subjects such as
humanities, social sciences, natural sciences, and the arts.
30.
GPA (Grade Point Average).
In this chapter, all GPA requirements pertain to calculations on a four-point
scale. Appropriate adjustments shall be made for other scales. The official
overall GPA is the program GPA of all courses on the program checklist. The
Professional Studies GPA is the GPA of all courses designated on the Class B
program checklist as professional studies course. The Teaching Field GPA is the
GPA of all courses on the Class B program checklist as teaching field
courses.
31.
Graduate
Level. Coursework designed for programs of study beyond the bachelor's
degree level, including courses that apply toward post-baccalaureate
certificates, master's degrees, education specialist degrees, and doctoral
degrees.
32.
Initial
Certificate. The first Alabama certificate in any teaching field or area
of instructional support.
33.
Instructional Support Area. The concentrated area of graduate
study in a State-approved program that leads to Class A or Class AA
certification in instructional leadership, library media, school counseling,
school psychometry, sport management, speech-language pathology, or school
psychology.
34.
Instructional
Support Personnel. Professional administrative and support staff of a
school or school system: instructional leader (educational administrator,
superintendent, principal, supervisor, vocational administrator), library media
specialist, school counselor, school psychometrist, sport manager,
speechlanguage pathologist, or school psychologist.
35.
Intern Supervisor. A person
assigned by the EPP to supervise interns. See "Clinical Educator."
36.
Internship. Experiences in
public P-12 schools, charter schools, and accredited private schools
culminating in the exercise of responsibility for the teaching or instructional
support role for which the candidate is preparing under the supervision of P-12
personnel and the institution of higher education in which the candidate is
enrolled. See "Clinical Experience and Clinical Practice."
37.
Levels of Alabama-Approved
Programs. Alabama-approved programs in teaching fields and instructional
support areas leading to Professional Educator Certificates. Alabama-approved
programs in instructional leadership lead to Professional Leadership
Certificates.
a.
Class B:
Bachelor's degree level programs of at least 120 semester hours.
b.
Class A: Master's
degree-level program of at least 30 semester hours of graduate credit in a
teaching field or instructional support area.
c.
Class AA: Education
specialist degree-level program of at least 30 semester hours of graduate
credit beyond the master's degree that results in an education specialist
degree in a teaching field or area of instructional
support.
38.
Literacy Act. The Alabama Literacy Act (Ala. Code §
16-6G-1 et seq. (1975)) was passed
into law in 2019 to ensure that rd students in Alabama are reading on grade
level by the end of 3 grade. Each EPP is required to align Early Childhood,
Elementary, and Collaborative Education (K-6) programs with the Science of
Reading and embed nine (9) semester hours of reading courses in initial
certification programs. Programs should provide opportunities for candidates to
work with learners inclusive of students who have dyslexia.
39.
Local Education Agency
(LEA). A public board of education or other public authority legally
constituted within a state to either provide administrative control or
direction of or perform a service function for public schools serving
individuals from birth to 21 years of age in a state, city, county, school
district, or other political subdivision including a combination of school
districts or counties recognized in a state as an administrative agency for its
public schools.
40.
Lower
Division. Undergraduate coursework designed for introductory or
intermediate-level study in a collegiate discipline, such as general education
courses, major prerequisite courses, and program courses at the associate
level.
41.
Major Area of
Faculty Specialization. The concentrated area of academic study as
determined by a statement on the faculty member's official doctoral transcript
from an accredited institution at the time of degree conferral. If the area is
not identified on the transcript, 18 hours of postbachelor's, graduate-level
coursework from an institution that was accredited at the time of degree
conferral and appropriate to the area of primary assignment must be identified,
or the EPP must document that the individual meets faculty requirements through
the accreditor's approval process for faculty who teach undergraduate level
coursework. Faculty who teach graduate-level coursework must have the
appropriate degree at the level above the program offering in the same teaching
field as the program to be considered a faculty specialist for the area. (For
example, to be the Faculty Specialist for the Class A Biology Education
program, an individual would need at least an Ed.S. in Biology Education or a
doctorate in Biology.)
42.
Methods Course. A discipline-specific course designed to teach
candidates a set of principles used to enable student learning. These
strategies are determined partly by the subject matter to be taught, the
relative expertise of the learners, and constraints by the learning
environment. Strategies are included that address deficits in student learning,
differentiation of instruction, and teaching to different learning modalities.
The course should also instruct candidates how to use an interdisciplinary
approach.
43.
Multi-Tier
System of Supports (MTSS). The Alabama MTSS is a comprehensive framework
comprised of a collection of researchbased strategies designed to meet the
individual needs and strengths of the whole child. In educator preparation
programs, candidates will learn how to use this system of support to assist
student learning throughout the curriculum. MTSS should be infused in all
programs.
44.
Numeracy
Act. The Alabama Numeracy Act (Ala. Code §
16-6H-1 et seq. (1975)) was passed
into law in 2022 to ensure that students in Alabama are mathematically
proficient at or above grade level by the end of 5th
grade. Each EPP is required to include 12 semester hours of coursework
inclusive of content, pedagogy, and field experiences designed to enhance
mathematical understanding and productivity in Early Childhood, Early Childhood
Special Education, Elementary, and Collaborative Education (K-6) initial
certification programs. Programs should provide opportunities for candidates to
assist students with productive struggle and provide instruction for students
with dyscalculia. (More information in the Numeracy Guidance Document
provided by the Office of Mathematics Improvement.)
45.
P (Pre-school). Any level
prior to kindergarten.
46.
Practicum. A unit of instruction that combines formal study and
instruction with practical experience in the candidate's area of
specialization. A practicum must be in a public P-12 school, charter school, a
private school, childcare facility, or daycare. The practicum must be in the
subject area and the grade level for which certification is sought. See
"Clinical Experience."
47.
Professional Studies. A coordinated and integrated program of
courses and experiences that may include foundations, methodology, curriculum,
evaluation, the teaching of reading, technology, Survey of Special Education,
direct observation and participation in a variety of school settings, and
internship. Except for a discipline-specific or categorical methods course,
professional studies courses are typically common to multiple disciplines or
areas.
48.
Program Approval
Process. The procedures followed in determining whether proposed
preparation programs meet program approval rules adopted by the Alabama State
Board of Education. See "AL-PIE."
49.
Program Checklist. An
official document identifying all courses required to complete a State-approved
educator preparation program. Program checklists are submitted by an
institution and approved by the Alabama State Board of Education following a
review. The official State-approved program checklist will be used as the basis
for issuing a certificate.
50.
Program Overlap. Written institutional policies applicable across
all majors and programs that allow an individual in the process of earning a
degree on one level who meets specified institutional criteria to take a
limited number of courses at the next higher degree level. Graduate courses
taken to satisfy program completion or unconditional admission GPA requirements
may be used in partial fulfillment of requirements for a graduate program at
the next certification level. These courses may not have been used to meet
degree conferral requirements.
51.
Recent P-12 Experiences Requirement. A written policy enforced by
an EPP to ensure that faculty who teach professional education courses or
supervise interns and who have not been employed in a P-12 setting within the
most recent 5-year period spend 10 hours per year in P-12 schools or
service-learning centers to maintain current knowledge of what is experienced
by currently employed P-12 educators. EPPs will be required to maintain
documentation of faculty recency and provide this documentation as part of the
AL-PIE program approval process.
52.
Remedial Courses. These
courses may also be called compensatory, developmental, or basic skills. These
courses are usually numbered below 100. Remedial courses cannot be used to meet
approved program requirements.
53.
Residency. Uninterrupted service in an active school while
students are present. The amount of time varies depending on the
program.
54.
Service-Learning
Centers. These places provide an opportunity for candidates to pair
learning objectives with community service. They connect academic curriculum to
community problem-solving. Candidates learn and develop through active
participation in organized services that:
a.
are conducted in and meets the needs of the community;
b. help foster civic
responsibility;
c. are integrated
into and enhances the academic curriculum of the candidates; and
d. provide time for candidates to reflect on
the service experience.
Service-learning projects can be completed locally, at the state level, nationally, or internationally. However, documentation for how the project is aligned with standards and objectives is necessary for the service-learning project.
55.
Single Teaching Field. A
teaching field that allows a teaching candidate to teach one specific subject,
such as math, biology, history, etc., to students. It emphasizes attention to
standards, development of student content knowledge, decision making, coherent
instruction, and commitment to research and learning from mistakes.
56.
Specialized Professional
Association (SPA). A member of CAEP that is a national organization of
teachers, professional education faculty, and/or other school professionals who
teach a content area (e.g., mathematics or social studies), teach students at a
particular developmental level (i.e., early childhood, elementary, middle
level, or secondary), or provide a specific instructional support service to
students (e.g., librarian, counselor, instructional leader).
57.
State. Alabama.
58.
State. Any state or
commonwealth, the District of Columbia, or territory of the United States of
America.
59.
Students.
Children in childcare facilities and children and youth attending P-12 schools,
as distinguished from teacher or instructional support personnel
candidates.
60.
Survey of
Special Education Course. This course is designed to ensure that
candidates are exposed to the study of teaching exceptional children in regular
education classrooms, characteristics of all exceptionalities, educational and
behavioral adaptations for exceptional children, and instructional strategies
to facilitate learning. All candidates for an initial Alabama Professional
Educator Certification, and candidates in advanced programs who did not earn
credit for such a course to earn a prior level certificate, must complete a
Survey of Special Education course. The course may not be older than 10 years
unless the candidate has teaching experience within the last 5 years, or he/she
used the course for prior level certification. If the course is older than 10
years and the candidate does not have prior-level certification, the EPP must
provide experience documentation (EXP) to support the candidate's use of this
course.
61.
Teaching
Field. The specific discipline or concentrated area of study in a
State-approved program that leads toward educator certification. Teaching field
courses are typically unique to the discipline or area.
62.
Unaccredited Institution. An
institution not accredited by an agency recognized by the U.S. Department of
Education or Council on Higher Education Accreditation or by an entity
determined to be comparable.
63.
Upper-Division. Coursework designated by an institution of higher
education to be at the junior or senior level of undergraduate study.
Notes
Author: Dr. Eric G. Mackey.
Statutory Authority: Ala. Code §§ 16-3-16, and 16-23-14 (1975).
State regulations are updated quarterly; we currently have two versions available. Below is a comparison between our most recent version and the prior quarterly release. More comparison features will be added as we have more versions to compare.
Other terms related to the preparation and certification of educators are provided in the current Educator Certification Chapter (290-3-2) of the Alabama Administrative Code.
1. 30/18. The 4x12 requirement for early childhood, elementary, and collaborative special education programs has been removed. EPPs should make certain that the appropriate courses are taken by candidates to have a broad understanding of subject areas and be able to pass the appropriate AECAP assessments. All Class B programs require a teaching field, including at least 30 semester hours of credit with at least 18 semester hours of upper-division credit.
2. Academic Major. The specialized area of study in a discipline. For program approval, the major must require a minimum of 30 semester hours of credit with at least 18 semester hours of upper-division credit. A college or university may choose to require the courses in the comparable Arts and Science type major, or the EPP may combine courses from the comparable Arts and Science type major with education courses. This requirement applies to all certification age or grade spans: Pre-kindergarten (birth to age 4), early childhood (P-3), elementary (K-6), middle level (4-8) secondary (6-12), and all grades (P-12).
3. Accreditation. A formal process conducted by a nongovernmental, independent accrediting agency recognized by either the U.S. Department of Education or the Council for Higher Education Accreditation to ensure the delivery of sound educational programs. Institutional credit in Alabama is through the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC). Accreditation may pertain to an entire institution ("institutional accreditation") or to specific academic programs or divisions ("specialized accreditation" or "programmatic accreditation").
4. Advanced Certificate. A certificate earned after an individual has an initial certificate. It is a higher-level qualification than the initial certificate. Candidates demonstrate that they have deeper content knowledge and more specialized skills in a particular field. This certificate does not have to be in the same content area and grade band as the initial certificate. More information is found in the approved program definition.
5. Alabama Educator Certification Assessment Program (AECAP). The statewide testing program required by the Alabama State Board of Education. Electronic score reports must be submitted directly from the testing service to the Alabama State Department of Education. Applicants must meet the requirements in effect at the time of unconditional admission unless a test has been sunset prior to the candidate passing the assessment. Specific information regarding current test and score requirements for all areas of certification may be found in the Educator Assessment Policies Manuals A and B.
a. Basic Skills Assessments in Reading, Writing, and Mathematics. No longer a requirement.
b. Praxis Subject Assessments. Educational Testing Service (ETS) is the Praxis vendor. The Praxis content knowledge assessments became effective April 14, 2005, and are required as a precondition for initial certification in any teaching field or area of instructional support.
c. Praxis Principles of Learning and Teaching. Educational Testing Service (ETS) is the Praxis vendor. The Praxis Principles of Learning and Teaching (PLT) is the required pedagogical assessment for initial certification in all teaching fields where an edTPA handbook does not exist.
d. edTPA. Pearson is the edTPA vendor. The edTPA pedagogical assessments became effective September 1, 2018, and are required for initial certification in all teaching fields where a handbook is developed.
e. Foundations of Reading. Pearson is the Foundations of Reading vendor. The Foundations of Reading assessment became effective September 1, 2022, and is required for initial certification in Early Childhood, Elementary, and Collaborative K-6.
6. Alabama Program Improvement for Educators (AL-PIE). The process Alabama uses to review teaching field and instructional support programs. This replaces the Continuous Improvement in Educator Preparation (CIEP) program approval process.
7. Alabama State Board of Education (State BOE). The governing body that votes and makes decisions regarding the rules for the Alabama State Department of Education.
8. Alabama State Department of Education (ALSDE). The State agency that implements the rules for education decided upon by the State BOE.
9. Alternative Teacher Preparation Organization (ATPO). An organization the Alabama State Board of Education deems qualified to offer certification programs to qualified individuals in the state of Alabama in accordance with Ala. Code § 16-23-3.1 (1975).
10. Application for Certification. Current, completed official forms and supporting documents, including documentation of compliance with the requirements of the Alabama Educator Certification Assessment Program (AECAP). An individual who completes a program approved by the State of Alabama must apply for Alabama certification within 60 calendar months of the program completion date. If a program completer does not apply within 60 months and desires to be certified, the institution of higher education (IHE) should evaluate the candidate based upon current certification requirements. Additional information about the time limit is provided in the current Educator Certification Chapter (290-3-2) of the Alabama Administrative Code.
11. Apprenticeship. A model of educating teachers based upon the adage, "See one, do one, teach one". This model is based upon preparation through active and interdependent engagement to promote understanding and proficiency in specific tasks. Programs evaluate candidate competencies to ensure that candidates are meeting all program standards. Competencies can be measured in several ways, including portfolios, mastery exams, and work-based credits, etc. This aids schools in recruiting and developing a high-skilled teaching force, and helps apprentices gain direct experience in teaching prior to completing their chosen program. Requirements are defined based upon the apprenticeship that the individual is completing. It is the responsibility of the EPP to demonstrate that all program requirements have been met prior to recommending the candidate for certification. Additional information regarding apprenticeships can be found by contacting the Alabama Office of Apprenticeship.
12. Approved Program. The outlined course of study required for completion of the degree program leading to certification.
a. Class B programs: must have a minimum of 120 semester hours. These programs consist of general studies, professional studies, and a teaching field. The teaching field must have a minimum of 30 semester hours with 18 of those hours being upper-division courses. Comprehensive programs must have coursework in each area of the broader field. These are initial certification programs.
b. Class A programs: must have a minimum of 30 semester hours. For Class A teaching field programs, 1/3 of the program hours must be in the teaching field. Comprehensive programs must have courses in at least 2 areas of the broader field. Class A programs are offered both as Alternative A programs which lead to initial certification, and traditional Class A programs which may lead to initial certification in a content area and grade band but are only available to individuals who have an initial certificate in some area of certification. Individuals completing initial certification in a content area and/or grade band must meet requirements of AECAP. Additionally, an internship or practicum may be required. These programs are available in the teaching field and areas or instructional support programs. See specific rules for more details.
c. Class AA programs: must have a minimum of 30 semester hours. For Class AA teaching field programs, 1/3 of the program hours must be in the teaching field. Comprehensive programs must have courses in at least area two areas of the broader field. Traditional Class AA programs lead to advanced certification in a content area and grade band. Only Teacher Leader, ESOL, and Special Education programs offer initial certification at the Class AA level. See specific rules for more details.
13. Candidates. Pre-service or in-service persons enrolled in higher education for the purpose of earning initial or advanced certification in a teaching field or area of instructional support or for professional development purposes. The term "students" as used in this Chapter and in the Educator Certification Chapter (290-3-2) of the Alabama Administrative Code refers to persons enrolled in P-12 schools.
14. Certification. Issuance of certificates to persons who have met the requirements of the Alabama State Board of Education. (Often referred to as "licensure" in many states.)
15. Classroom Management. Content is either embedded across courses, or a standalone course that provides candidates with the strategies and techniques teachers use to create an orderly, productive environment in the classroom. The course is focused on classroom structure, setting expectations, and fostering behaviors to enhance engagement, learning, and collaboration.
16. Clinical Educator. P-12 school and higher education faculty member responsible for instruction, supervision, and assessment of candidates during field experiences and clinical practice.
17. Clinical Experience. Extended practice that candidates complete prior to certification. Clinical experiences can occur as field experiences, a practicum, apprenticeship, and/or internship. Field experiences are generally course embedded. A practicum generally is a separate course that allows concentrated exposure in the P-12 environment. An internship is generally a culminating experience that occurs in a program where candidates demonstrate their ability to implement the concepts learned throughout the program.
Key components are:
* Strong partnerships between EPPs and Local Education Agencies (LEA) and/or Service-Learning Centers
* LEAs that support rich learning experiences for students and teacher candidates
* Placements that offer experience in content are/or grade level areas
* Highly skilled cooperating teachers
* University supervisors that create coordinated and cohesive experiences for candidates to bridge theory and practice
* Performance assessments
* Clear, relevant, and strong links between theory and practice.
18. Clinical Practice. An internship that provides candidates with an intensive and extensive culminating experience. Candidates are immersed in the learning community and are provided opportunities to develop and demonstrate competence in the professional roles for which they are preparing.
19. Cohort. The group of prospective candidates deemed to meet requirements for unconditional admission to a program during a cycle determined by the Educator Preparation Provider (EPP). The EPP must meet CAEP cohort GPA requirements.
20. Comprehensive Teaching Field. A teaching field that prioritizes attention to standards, develops student content knowledge, empowers teacher decision making, emphasizes coherent instruction, and commits to research and learning from mistakes. It involves fundamental concepts essential for each area of the greater field of the related curriculum.
* Class B programs must meet all content areas. Class A and AA programs must meet two of the content areas in the greater comprehensive teaching field.
* English Language Arts, General Science, and General Social Studies are the comprehensive teaching fields. For English Language Arts, content areas are literature, grammar, reading skills, writing, speech, drama/theatre, and print or broadcast journalism. For General Science, content areas are biology, chemistry, Earth and space science, and physics. For General Social Studies, content areas are economics, geography, history, political science/civics, and the social/ behavioral sciences.
21. Continuous Improvement. The process used for program review. Program approval can occur through Alabama program review, SPA review, or CAEP program review. Alabama Program Improvement for Educators (AL-PIE) is the Alabama-specific process to review programs. It consists of two major components: document review and a visit. It replaces the Continuous Improvement Process in Educator Preparation (CIEP). More information can be found in Rule 290-3-3-.45 (Alabama State Department of Education, EPP and Program Approval, and Innovative Programs).
22. Cooperating Teacher. See "Clinical Educator."
23. Council for the Accreditation of Educator Preparation (CAEP). The national accrediting body. All EPPs in Alabama must maintain CAEP accreditation.
24. Dispositions. The commitments and professional ethics that influence behaviors toward students, families, colleagues, and communities and affect student learning, motivation, and development, as well as the educator's own professional growth.
25. Educational Experience. See definition of "Professional Educational Work Experience" in the Educator Certification Chapter (290-3-2) of the Alabama Administrative Code.
26. Educator Preparation Provider (EPP). A term adopted by CAEP to replace the word "unit" and to mean the entity responsible for the preparation of educators. The word "provider" may be used in lieu of educator preparation provider or EPP.
27. Field Experiences. Prior to the internship, a variety of early and ongoing field-based contacts in P-12 schools and other appropriate settings that are provided as a part of the instructional program available through observation, study of school situations, assisting in instruction, participation in professional development opportunities in the content area or specific to teaching in the content area, and supervised teaching that contribute to the understanding and competence of the candidate. Field experiences may be course-embedded or standalone. See definition of "Service-Learning Centers." [Candidates must have cleared criminal history background check prior to participation in any field experiences or activities working with students. EPP must have a written policy to ensure the safety of children.]
28. Full-time Faculty. Employees of a higher-education institution with full-time assignments in educator preparation as instructors, professors, or administrators. See "Major Area of Faculty Specialization."
29. General Studies. This encompasses a wide range of academic disciplines. It covers a range of skills needed for success within any given career. The program allows you to explore an array of subjects such as humanities, social sciences, natural sciences, and the arts.
30. GPA (Grade Point Average). In this chapter, all GPA requirements pertain to calculations on a four-point scale. Appropriate adjustments shall be made for other scales. The official overall GPA is the program GPA of all courses on the program checklist. The Professional Studies GPA is the GPA of all courses designated on the Class B program checklist as professional studies course. The Teaching Field GPA is the GPA of all courses on the Class B program checklist as teaching field courses.
31. Graduate Level. Coursework designed for programs of study beyond the bachelor's degree level, including courses that apply toward post-baccalaureate certificates, master's degrees, education specialist degrees, and doctoral degrees.
32. Initial Certificate. The first Alabama certificate in any teaching field or area of instructional support.
33. Instructional Support Area. The concentrated area of graduate study in a State-approved program that leads to Class A or Class AA certification in instructional leadership, library media, school counseling, school psychometry, sport management, speech-language pathology, or school psychology.
34. Instructional Support Personnel. Professional administrative and support staff of a school or school system: instructional leader (educational administrator, superintendent, principal, supervisor, vocational administrator), library media specialist, school counselor, school psychometrist, sport manager, speechlanguage pathologist, or school psychologist.
35. Intern Supervisor. A person assigned by the EPP to supervise interns. See "Clinical Educator."
36. Internship. Experiences in public P-12 schools, charter schools, and accredited private schools culminating in the exercise of responsibility for the teaching or instructional support role for which the candidate is preparing under the supervision of P-12 personnel and the institution of higher education in which the candidate is enrolled. See "Clinical Experience and Clinical Practice."
37. Levels of Alabama-Approved Programs. Alabama-approved programs in teaching fields and instructional support areas leading to Professional Educator Certificates. Alabama-approved programs in instructional leadership lead to Professional Leadership Certificates.
a. Class B: Bachelor's degree level programs of at least 120 semester hours.
b. Class A: Master's degree-level program of at least 30 semester hours of graduate credit in a teaching field or instructional support area.
c. Class AA: Education specialist degree-level program of at least 30 semester hours of graduate credit beyond the master's degree that results in an education specialist degree in a teaching field or area of instructional support.
38. Literacy Act. The Alabama Literacy Act (Ala. Code § 16-6G-1 et seq. (1975)) was passed into law in 2019 to ensure that rd students in Alabama are reading on grade level by the end of 3 grade. Each EPP is required to align Early Childhood, Elementary, and Collaborative Education (K-6) programs with the Science of Reading and embed nine (9) semester hours of reading courses in initial certification programs. Programs should provide opportunities for candidates to work with learners inclusive of students who have dyslexia.
39. Local Education Agency (LEA). A public board of education or other public authority legally constituted within a state to either provide administrative control or direction of or perform a service function for public schools serving individuals from birth to 21 years of age in a state, city, county, school district, or other political subdivision including a combination of school districts or counties recognized in a state as an administrative agency for its public schools.
40. Lower Division. Undergraduate coursework designed for introductory or intermediate-level study in a collegiate discipline, such as general education courses, major prerequisite courses, and program courses at the associate level.
41. Major Area of Faculty Specialization. The concentrated area of academic study as determined by a statement on the faculty member's official doctoral transcript from an accredited institution at the time of degree conferral. If the area is not identified on the transcript, 18 hours of postbachelor's, graduate-level coursework from an institution that was accredited at the time of degree conferral and appropriate to the area of primary assignment must be identified, or the EPP must document that the individual meets faculty requirements through the accreditor's approval process for faculty who teach undergraduate level coursework. Faculty who teach graduate-level coursework must have the appropriate degree at the level above the program offering in the same teaching field as the program to be considered a faculty specialist for the area. (For example, to be the Faculty Specialist for the Class A Biology Education program, an individual would need at least an Ed.S. in Biology Education or a doctorate in Biology.)
42. Methods Course. A discipline-specific course designed to teach candidates a set of principles used to enable student learning. These strategies are determined partly by the subject matter to be taught, the relative expertise of the learners, and constraints by the learning environment. Strategies are included that address deficits in student learning, differentiation of instruction, and teaching to different learning modalities. The course should also instruct candidates how to use an interdisciplinary approach.
43. Multi-Tier System of Supports (MTSS). The Alabama MTSS is a comprehensive framework comprised of a collection of researchbased strategies designed to meet the individual needs and strengths of the whole child. In educator preparation programs, candidates will learn how to use this system of support to assist student learning throughout the curriculum. MTSS should be infused in all programs.
44. Numeracy Act. The Alabama Numeracy Act (Ala. Code § 16-6H-1 et seq. (1975)) was passed into law in 2022 to ensure that students in Alabama are mathematically proficient at or above grade level by the end of 5th grade. Each EPP is required to include 12 semester hours of coursework inclusive of content, pedagogy, and field experiences designed to enhance mathematical understanding and productivity in Early Childhood, Early Childhood Special Education, Elementary, and Collaborative Education (K-6) initial certification programs. Programs should provide opportunities for candidates to assist students with productive struggle and provide instruction for students with dyscalculia. (More information in the Numeracy Guidance Document provided by the Office of Mathematics Improvement.)
45. P (Pre-school). Any level prior to kindergarten.
46. Practicum. A unit of instruction that combines formal study and instruction with practical experience in the candidate's area of specialization. A practicum must be in a public P-12 school, charter school, a private school, childcare facility, or daycare. The practicum must be in the subject area and the grade level for which certification is sought. See "Clinical Experience."
47. Professional Studies. A coordinated and integrated program of courses and experiences that may include foundations, methodology, curriculum, evaluation, the teaching of reading, technology, Survey of Special Education, direct observation and participation in a variety of school settings, and internship. Except for a discipline-specific or categorical methods course, professional studies courses are typically common to multiple disciplines or areas.
48. Program Approval Process. The procedures followed in determining whether proposed preparation programs meet program approval rules adopted by the Alabama State Board of Education. See "AL-PIE."
49. Program Checklist. An official document identifying all courses required to complete a State-approved educator preparation program. Program checklists are submitted by an institution and approved by the Alabama State Board of Education following a review. The official State-approved program checklist will be used as the basis for issuing a certificate.
50. Program Overlap. Written institutional policies applicable across all majors and programs that allow an individual in the process of earning a degree on one level who meets specified institutional criteria to take a limited number of courses at the next higher degree level. Graduate courses taken to satisfy program completion or unconditional admission GPA requirements may be used in partial fulfillment of requirements for a graduate program at the next certification level. These courses may not have been used to meet degree conferral requirements.
51. Recent P-12 Experiences Requirement. A written policy enforced by an EPP to ensure that faculty who teach professional education courses or supervise interns and who have not been employed in a P-12 setting within the most recent 5-year period spend 10 hours per year in P-12 schools or service-learning centers to maintain current knowledge of what is experienced by currently employed P-12 educators. EPPs will be required to maintain documentation of faculty recency and provide this documentation as part of the AL-PIE program approval process.
52. Remedial Courses. These courses may also be called compensatory, developmental, or basic skills. These courses are usually numbered below 100. Remedial courses cannot be used to meet approved program requirements.
53. Residency. Uninterrupted service in an active school while students are present. The amount of time varies depending on the program.
54. Service-Learning Centers. These places provide an opportunity for candidates to pair learning objectives with community service. They connect academic curriculum to community problem-solving. Candidates learn and develop through active participation in organized services that:
a. are conducted in and meets the needs of the community;
b. help foster civic responsibility;
c. are integrated into and enhances the academic curriculum of the candidates; and
d. provide time for candidates to reflect on the service experience.
Service-learning projects can be completed locally, at the state level, nationally, or internationally. However, documentation for how the project is aligned with standards and objectives is necessary for the service-learning project.
55. Single Teaching Field. A teaching field that allows a teaching candidate to teach one specific subject, such as math, biology, history, etc., to students. It emphasizes attention to standards, development of student content knowledge, decision making, coherent instruction, and commitment to research and learning from mistakes.
56. Specialized Professional Association (SPA). A member of CAEP that is a national organization of teachers, professional education faculty, and/or other school professionals who teach a content area (e.g., mathematics or social studies), teach students at a particular developmental level (i.e., early childhood, elementary, middle level, or secondary), or provide a specific instructional support service to students (e.g., librarian, counselor, instructional leader).
57. State. Alabama.
58. State. Any state or commonwealth, the District of Columbia, or territory of the United States of America.
59. Students. Children in childcare facilities and children and youth attending P-12 schools, as distinguished from teacher or instructional support personnel candidates.
60. Survey of Special Education Course. This course is designed to ensure that candidates are exposed to the study of teaching exceptional children in regular education classrooms, characteristics of all exceptionalities, educational and behavioral adaptations for exceptional children, and instructional strategies to facilitate learning. All candidates for an initial Alabama Professional Educator Certification, and candidates in advanced programs who did not earn credit for such a course to earn a prior level certificate, must complete a Survey of Special Education course. The course may not be older than 10 years unless the candidate has teaching experience within the last 5 years, or he/she used the course for prior level certification. If the course is older than 10 years and the candidate does not have prior-level certification, the EPP must provide experience documentation (EXP) to support the candidate's use of this course.
61. Teaching Field. The specific discipline or concentrated area of study in a State-approved program that leads toward educator certification. Teaching field courses are typically unique to the discipline or area.
62. Unaccredited Institution. An institution not accredited by an agency recognized by the U.S. Department of Education or Council on Higher Education Accreditation or by an entity determined to be comparable.
63. Upper-Division. Coursework designated by an institution of higher education to be at the junior or senior level of undergraduate study.
Notes
Author: Dr. Eric G. Mackey.
Statutory Authority: Ala. Code §§ 16-3-16, and 16-23-14 (1975).