Title II - State Report 2006 - Alabama
Introduction
In 1977-1978, the Alabama State Board of Education (ASBE) adopted a
very prescriptive set of teacher education program approval and
certification standards. Each iteration of the standards adopted
since then, while less prescriptive, has demanded more
accountability from the institutions that prepare teachers and other
school personnel. The standards no longer prescribe specific courses
or the minimum number of hours of credit by category. Current
standards identify the knowledge and abilities that prospective
teachers and instructional support personnel must demonstrate prior
to program completion. These standards form the basis for
preparation program development and state approval. The process of
requiring prospective teachers and administrators to demonstrate
greater knowledge and a higher level of ability to use technology to
enhance instruction and improve school operations began in 2001,
resulted in the ASBE adoption of new standards in March 2002, and
required all institutions to document compliance by July 1, 2002. In
September 2003, the ASBE adopted revisions of the teacher education
and teacher certification standards based on criteria included in
The Alabama Model for Identifying Highly Qualified Teachers,
developed in response to the No Child Left Behind Act of 2001
(NCLB). The latest version of the Alabama Model for Identifying
Highly Qualified Teachers - REVISED 2006 is available via
http://www.alsde.edu/html/HighlyQualifiedTeachersGuidanceandForms.asp.
Subsequent to development of the 2006 version, Alabama eliminated
the HOUSSE option.
On July 13, 2004, the ASBE revised teacher education program
approval standards/rules to: (1) better prepare all teachers to
teach all students; (2) increase the involvement of P-12
practitioners and arts and sciences faculty in the design and
implementation of educator preparation programs; (3) ensure the
on-going and sustained involvement of teacher educators in P-12
school settings; (4) enhance field experiences prior to student
teaching (internship) and require a full semester of internship; and
(5) place greater emphasis on assessment, data-based decision
making, and accountability. The ASBE modified program approval
standards in April 2005 to require Praxis II content tests as a
condition for initial certification in any teaching field or area of
instructional support. Passing scores were set after a one year no
fault period. Effective April 14, 2006, a passing score on the
appropriate Praxis II content test is a condition for initial
Alabama certification in any teaching field or instructional support
area, as well as for the reinstatement of any Alabama certificate
lapsed for more than six months.
Institutions are accountable for the on-the-job performance of their
recent graduates who are employed in the area(s) for which they were
prepared. In 2000, the ASBE began issuing a report card for each
teacher preparation institution.
Certificates are issued for teachers at three levels: Class B or
baccalaureate, Class A or master's, and Class AA which requires the
completion of a planned sixth-year program and may require an
educational specialist degree. Instructional support personnel
certificates are issued at the Class A and Class AA levels. A state
salary matrix, based on years of public school experience and the
highest degree earned from a regionally accredited institution,
guarantees the same base pay for all teachers. School systems may
use local funds to augment the state allocation. Alternative
approaches to certification allow superintendents to request
alternative approach certificates to employ qualified applicants
with subject matter expertise while they meet requirements for a
Professional Educator Certificate. Teacher certification standards
were revised by the ASBE in September 2003, in accordance with NCLB
guidelines, to eliminate experience as the sole basis for issuing an
alternative approach certificate and to implement a procedure to
limit to three years the length of time that a person may be
employed on the basis of holding one or a combination of alternative
approach certificates.
Alabama retains a fair percentage of the teachers and other school
personnel prepared in Alabama, but out-of-state school systems
rigorously recruit many educators prepared in Alabama. Report card
and other data indicate that employers are pleased with the caliber
of their new employees. The results of a survey conducted each year
in preparation for issuing the higher education report cards,
continue to indicate that novice teachers who are recent teacher
education program graduates believe themselves to be well prepared
for their new roles.
Alabama educators, assisted by business and lay participants,
develop a new state course of study for each major discipline every
six years. The course of study specifies the minimum content that
must be provided for all students in Grades K-12. An extensive
assessment program is conducted in those grades. Students must
complete a "4 x 4" curriculum (four units each of English language
arts, mathematics, science and social studies) and pass a statewide
graduation exam to earn a high school diploma.
Types of Standards
Section II.a
| 1) | Has the state developed standards that prospective teachers must meet in order to attain initial teacher certification or licensure? | ||||||||||||||||||||||||||||||||||||||||
| Yes | |||||||||||||||||||||||||||||||||||||||||
| Description: | |||||||||||||||||||||||||||||||||||||||||
| Prospective teachers must (1) complete a program at a regionally accredited Alabama institution of higher education that was deemed to meet program approval standards set by the State Board of Education, (2) enter through an alternative approach, or (3) enter through a reciprocity option. | |||||||||||||||||||||||||||||||||||||||||
| Please provide references and web addresses. Those provided are listed below. | |||||||||||||||||||||||||||||||||||||||||
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| 2) | Is there a unique, overarching set of teacher standards that currently applies to all teaching fields and grade levels? | ||||||||||||||||||||||||||||||||||||||||
| Yes | |||||||||||||||||||||||||||||||||||||||||
| Description: | |||||||||||||||||||||||||||||||||||||||||
| Professional Studies standards are applicable to all programs leading to Class B (bachelor's level) and Alternative Class A (master's level) Professional Educator certification. | |||||||||||||||||||||||||||||||||||||||||
| Please provide the standard types along with references and web addresses for each. Those provided are listed below. | |||||||||||||||||||||||||||||||||||||||||
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| 3) | Are there distinct state standards for elementary education? | ||||||||||||||||||||||||||||||||||||||||
| Yes | |||||||||||||||||||||||||||||||||||||||||
| Please provide the standard type and range, descriptive detail, references and web address for each. Standards provided are listed below. | |||||||||||||||||||||||||||||||||||||||||
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| 4) | Are there distinct state teacher standards for early elementary education (e.g., grades K-3)? | ||||||||||||||||||||||||||||||||||||||||
| Yes | |||||||||||||||||||||||||||||||||||||||||
| Please provide the standard type and range, descriptive detail, references and web address for each. Standards provided are listed below. | |||||||||||||||||||||||||||||||||||||||||
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| 5) | Are there distinct state teacher standards for upper elementary education (e.g., grades 4-6)? | ||||||||||||||||||||||||||||||||||||||||
| No | |||||||||||||||||||||||||||||||||||||||||
| Please provide the standard type and range, descriptive detail, references and web address for each. Standards provided are listed below. | |||||||||||||||||||||||||||||||||||||||||
| NA | |||||||||||||||||||||||||||||||||||||||||
| 6) | Are there distinct state teacher standards for middle grades education? | ||||||||||||||||||||||||||||||||||||||||
| Yes | |||||||||||||||||||||||||||||||||||||||||
| Please provide the standard type and range, descriptive detail, references and web address for each. Standards provided are listed below. | |||||||||||||||||||||||||||||||||||||||||
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| 7) | Are there distinct state teacher standards for secondary education? | ||||||||||||||||||||||||||||||||||||||||
| Yes | |||||||||||||||||||||||||||||||||||||||||
| Please provide the standard type and range, descriptive detail, references and web address for each. Standards provided are listed below. | |||||||||||||||||||||||||||||||||||||||||
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| 8) | Please specify where there are state teacher standards for the following specific fields. | ||||||||||||||||||||||||||||||||||||||||
| 9) | Please specify and provide documentation and references for any fields not listed in question 8 above. | ||||||||||||||||||||||||||||||||||||||||
| State-specific fields already provided are listed below. | |||||||||||||||||||||||||||||||||||||||||
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Policy, Process, and Status
Section II.b
| 1) | Has the state established content standards for K-12 students? | ||||
| Yes | |||||
| Description: | |||||
| The state provides a course of study for each discipline taught in Grades K-12. Each course of study specifies the content standards for all courses and thus for all students. | |||||
| Please provide references and web addresses (if any). Those provided are listed below. | |||||
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| 2) | Are plans currently being formulated to link, align, or coordinate teacher certification or licensure standards with state content standards for students? | ||||
| Yes | |||||
| Description: | |||||
| Teacher education program approval standards require prospective teachers to demonstrate knowledge of the content of the state course(s) of study applicable to the discipline(s) they are preparing to teach. | |||||
| Please provide references and web addresses (if any). Those provided are listed below. | |||||
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| 3) | Have one or more linkage, alignment, or coordination committees or working groups met, but not yet produced a report or a set of recommendations? | ||||
| No | |||||
| Description: | |||||
| NA | |||||
| Please provide references and web addresses (if any). Those provided are listed below. To add, delete or modify them press "Edit List". | |||||
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| 4) | Has a report or set of recommendations been developed to address linkage, alignment, or coordination between teacher certification or licensure requirements and state content standards for students? | ||||
| Yes | |||||
| Description: | |||||
| See response to #2, above. | |||||
| Please provide references and web addresses (if any). Those provided are listed below. | |||||
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| 5) | Has the state established a policy that links, aligns, or coordinates teacher certification or licensure standards with state content standards for students? | ||||
| Yes | |||||
| Description: | |||||
| See response to #2, above. | |||||
| Please provide references and web addresses (if any). Those provided are listed below. | |||||
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| 6) | Has a date been set by which the recommendations will be implemented? | ||||
| Yes | |||||
| 2/1/1991 | |||||
| 7) | Has an implementation group been established? | ||||
| Yes | |||||
| Description: | |||||
| The course of study applicable to each discipline is revised on a six-year cycle. Committees are appointed as needed to maintain that cycle. Textbooks for each discipline are adopted on a similar cycle. Both the courses of study and the state textbook lists are approved by the State Board of Education. Prospective teachers are expected to have knowledge of and be able to follow the state course of study and use current textbooks for the discipline they are preparing to teach. | |||||
| Web Address: | |||||
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http://www.alsde.edu/html/sections/doc_download.asp?sec tion=66&id=4909&sort=8 (.04 Professional Studies, B asic Programs; (2)(a)1.(iii) and (g)1.(i) and 2.(i) |
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| 8) | Are other steps being taken to develop or implement standards and align teacher preparation, certification or licensure standards with content standards? | ||||
| Yes | |||||
| Description: | |||||
| When the courses of study are updated, appropriate information is provided to the teacher education institutions. | |||||
| Please provide references and web addresses (if any). Those provided are listed below. | |||||
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Number Certified or Licensed
Section III.b
| 1) | Total number of persons receiving initial certification or licensure in the state during this academic year (2004-2005). |
| 3,929 | |
| 2) | Total number of persons receiving initial certification or licensure in the state who completed their teacher preparation program in another state. |
| 579 | |
Type A Certificates
Section 1.a
Class B Professional Educator
| 1) | Certificate Name: |
| Class B Professional Educator | |
| 2) | Is this the initial certificate? |
| Yes | |
| 3) | Is this a permanent certificate? |
| No | |
| Please provide any amplifying information below. Include, if not permanent, the duration of the certificate. | |
| 5 years | |
| 4) | Is this certificate renewable? |
| Yes | |
| Please provide any amplifying information below. Include, if renewable, the number of times the certificate may be renewed. | |
| There is no limit on the number of times that the certificate may be renewed. Renewal options include (1) 3 years of satisfactory education experience and either 5 allowable CEUs, which equate to 50 clock hours of professional development, or 3 semester hours of allowable credit; or (2) 5 allowable CEUs and 3 semester hours of allowable credit; or (3) 6 semester hours of allowable credit. | |
| 5) | Is a bachelor's degree required? |
| Yes | |
| 6) | Is a bachelor's degree in education required? |
| No | |
| 7) | If this certificate is granted at the elementary level, is a bachelor's degree in a subject area or academic content area required? |
| No | |
| Please describe which certification areas require a subject-specific academic content degree. | |
| NA | |
| 8) | If this certificate is granted at the secondary level, is a bachelor's degree in a subject area or academic content area required? |
| Yes | |
| Please describe which certification areas require a subject-specific academic content degree. | |
| The certificate granted for Grades 6-12 and P-12 subject areas requires an academic major in the subject area except in career/technical education (agribusiness, business/marketing, family and consumer sciences, technology), health education, physical education, or special education. The academic major must include 32 semester hours of credit in the academic content area, of which at least 19 must be upper division courses. | |
| 9) | Are there other degree requirements? |
| Yes | |
| Please describe those other degree requirements. | |
| The degree must be earned at a regionally accredited college or university. | |
| 10) | Will transcript analysis (for degrees from non-U.S. postsecondary institutions) be accepted? |
| Yes | |
| 11) | Is a state approved teacher education program required? |
| Yes | |
| 12) | Are pedagogy or professional knowledge classes required? |
| Yes | |
| Please describe the required pedagogy or professional knowledge classes. | |
| No specific courses are required in pedagogy or professional knowledge. Rather, the State Board of Education specifies the knowledge and abilities that must be demonstrated prior to program completion. Each college/university decides what courses to require in order to provide the necessary content. Proposed courses and other required program components are reviewed as part of the program approval process. Changes are made as needed to verify compliance with the standards. | |
| 13) | Is there a credit hour requirement for general and/or professional education coursework? |
| No | |
| Please describe the required coursework. | |
| State standards do not prescribe credit hours for
general and/or professional education coursework. However,
with regard to general studies, "The teacher education unit
shall ensure that candidates have completed general studies
courses and experiences. The general studies shall include
courses and/or experiences in the humanities, social
science, mathematics, and science. Individuals in the Class
B programs in early childhood education, elementary
education, early childhood special education, collaborative
teacher (K-6), or collaborative teacher (6-12) shall have
earned at least 12 semester hours of acceptable credit in
each of the following areas: English language arts,
mathematics, science, and social science."
[http://www.alsde.edu/html/sections/doc_download.asp?section=66&id=4909&sort=8;
2) on page 246. The "4x12" requirement is applicable to
individuals recommended for certification after June 30,
2005.] With regard to professional education coursework, each institution decides what courses to require but the institution must document compliance with state knowledge and ability standards. |
|
| 14) | Is there a grade point average (GPA) requirement for general and/or professional education coursework? |
| Yes | |
| Please describe the GPA requirement. | |
| Program admission criteria specify three separate GPA
calculations using a 4-point scale: a 2.5 GPA overall, a 2.5
GPA in professional studies, and a 2.5 GPA in the teaching
field. Program completion criteria specify three separate GPA calculations using a 4-point scale: a 2.5 GPA overall, a 2.5 GPA in the teaching field, and a 2.5 GPA in professional studies with no grade below "C" in professional studies. |
|
| 15) | Are tests or assessments required? |
| Yes | |
| Please describe the required tests or assessments. | |
| Through January 2002, the state required a passing score
on the Alabama Basic Skills Test (ABST) for admission to a
Class B Professional Educator teacher education program, as
well as a passing score on a test designed by the
preparatory institution for program completion. Effective January 1, 2003, a passing score on each of three basic skills assessments included in the Alabama Prospective Teacher Testing Program (APTTP) is a prerequisite for initial certification. Effective April 14, 2006, passing the appropriate Praxis II content test is a condition for initial Alabama certification in any teaching field or instructional support area. Praxis II content tests constitute the second major component of the APTTP. Applicants from other states and Alabamians whose certificates expired and were not reinstated within six months must meet the same test requirements applicable to candidates for their initial Alabama certificates who completed their preparation program in Alabama. |
|
| 16) | Are performance assessments (such as portfolios of assessment center activities) required? |
| No | |
| Please describe all required performance assessments. | |
| Each institution must assess the knowledge and abilities of each candidate prior to recommending the candidate for certification. Institutions are held accountable for the performance of their recent graduates. | |
| 17) | Is there a recency of credit requirement? |
| No | |
| Please explain the timeline and credit and/or coursework requirements. | |
| NA | |
| 18) | Are teachers accepted based on reciprocal agreements (reciprocity agreements) with other states? |
| Yes | |
| Please indicate which states have reciprocity agreements in place. Those selected are listed below. | |
| Alaska Arizona Arkansas Colorado Connecticut Delaware District of Columbia Florida Georgia Guam Hawaii Idaho Illinois Indiana Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Mississippi Missouri Montana Nebraska Nevada New Hampshire New Jersey New Mexico New York North Carolina North Dakota Ohio Oklahoma Oregon Pennsylvania Puerto Rico Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont Virginia Washington West Virginia Wisconsin Wyoming |
|
| 19) | Is passing state prescribed course work and/or written assignments required? |
| Yes | |
| Please describe the required course work and assignments. Include GPA requirements, if any. | |
| See responses to #12 and 13, above. | |
| 20) | Is completion of preservice teaching (student teaching) under clinical supervision required? |
| Yes | |
| Please describe the nature and amount of required student teaching. | |
| "The internships in Class B and Alternative Class A programs shall be full-time in the schools for a full semester (the unit should use its discretion concerning days designated for final examinations), which should not be limited to one classroom or grade level, with experiences of the intern progressing to the full responsibilities of the teacher for at least 20 full days including at least 10 consecutive days. (Exceptions may be requested for placements in schools operating on nontraditional schedules.) For candidates who are seeking certification in two or more distinct teaching fields, an additional internship(s) shall be required (e.g., physical education and biology). For candidates who are seeking certification in two or more related fields (e.g., chemistry and physics), the internship may be divided between the two teaching fields, if applicable. For P-12 programs, the internship shall be divided between early childhood/elementary and middle/secondary grades. For early childhood programs, the internship shall include a pre-school or kindergarten placement unless substantial field experiences were completed at those levels. For elementary education programs, the internship shall include upper and lower elementary-level placements unless substantial field experiences were completed at both levels. In extenuating circumstances, the head of the unit may request a waiver from the State Superintendent of Education for the requirement to divide the internship." [See http://www.alsde.edu/html/sections/doc_download.asp?section=66&id=4909&sort= Standard (g)1. on page 248.] | |
| 21) | Is an individual, supervised professional development program (including coursework, mentoring, and clinical supervision of teaching) required? |
| No | |
| Please describe the course work and/or GPA requirements, mentoring and supervised teaching activity requirements. | |
| NA | |
| 22) | Of fingerprinting, background check or police record examination, which are required? |
| FingerPrinting: Yes Background check: Yes Police record examination: No |
|
| 23) | Is United States citizenship required? |
| No | |
| 24) | Please provide any additional comments, exceptions and explanations below. |
| Alabama provides a second Level I (first) certificate program, called the Alternative Class A level program. It is a state-approved, MAT-type, college/university-based, rigorous preparation program that is more similar to the Class B Professional Educator program than to Alabama's other alternative approaches to certification. Information about that program is summarized in Section VII of this Title II report and at http://www.alsde.edu/html/sections/doc_download.asp?section=66&id=4909&sort=8; Standard .44. | |
Type B Certificates
Section 1.b
Class A Professional Educator
| 1) | Certificate Name: |
| Class A Professional Educator | |
| 2) | Is this the initial certificate? |
| No | |
| 3) | Does the state have a Type A certificate? |
| Yes | |
| 4) | Is this a permanent certificate? |
| No | |
| Please provide any amplifying information below. Include, if not permanent, the duration of the certificate. | |
| 5 years | |
| 5) | Is this certificate renewable? |
| Yes | |
| Please provide any amplifying information below. Include, if renewable, the number of times the certificate may be renewed. | |
| There is no limit on the number of times that the certificate may be renewed. Renewal options include (1) 3 years of satisfactory education experience and either 5 allowable CEUs, which equate to 50 clock hours of professional development, or 3 semester hours of allowable credit; or (2) 5 allowable CEUs and 3 semester hours of allowable credit; or (3) 6 semester hours of allowable credit. | |
| 6) | Is a bachelor's degree required? |
| Yes | |
| 7) | Is a bachelor's degree in education required? |
| No | |
| 8) | If this certificate is granted at the elementary level, is a bachelor's degree in a subject area or academic content area required? |
| No | |
| Please describe which certification areas require a subject-specific academic content degree. | |
| Requirements for admission to a Class A elementary education program include baccalaureate-level professional educator certification in elementary education. | |
| 9) | If this certificate is granted at the secondary level, is a bachelor's degree in a subject area or academic content area required? |
| No | |
| Please describe which certification areas require a subject-specific academic content degree. | |
| Requirements for admission to the Class A Professional
Educator program include baccalaureate-level professional
educator certification in the teaching field in which Class
A certification is sought, except in adult education,
alternative Class A programs, English as a second language,
and in special education programs. Admission to Class A
special education programs requires at least
baccalaureate-level professional educator certification. Individual recommended for Alabama Class B Professional Educator certification at the secondary level after June 30, 2005, must have an academic major in the teaching field. |
|
| 10) | Is a master's or other post-baccalaureate program or coursework in professional education required? |
| Yes | |
| Please describe those other degree requirements. | |
| The institution must have regional accreditation to
provide the master's degree and the program must meet the
institution's requirements for a master's degree. At least
one-third of the courses required in the program must be
teaching field courses. Survey of special education
coursework shall be required unless previously completed. In
addition, the courses required by the institution must meet
technology standards adopted by the State Board of Education
in March 2002. |
|
| 11) | Is a state approved teacher education program required? |
| Yes | |
| 12) | Are pedagogy or professional knowledge classes required? |
| Yes | |
| Please describe the required pedagogy or professional knowledge classes. | |
| State standards do not prescribe specific pedagogy or professional knowledge classes. Each institution decides what courses to require but the institution must document compliance with state knowledge and ability standards. | |
| 13) | Is professional employment as a teacher required? |
| No | |
| Please describe the required terms of employment. | |
| NA | |
| 14) | Is there a credit hour requirement for general and/or professional education coursework? |
| No | |
| Please describe the required coursework. | |
| NA | |
| 15) | Is there a grade point average (GPA) requirement for general and/or professional education coursework? |
| Yes | |
| Please describe the GPA requirement. | |
| Eligibility for certification requires at least a 3.0 GPA on courses in the state-approved program. | |
| 16) | Are tests or assessments required? |
| Yes | |
| Please describe the required tests or assessments. | |
| The candidate must earn a passing score on a
comprehensive assessment designed by the institution to
cover the content of the curriculum. Effective April 14, 2006, passing the appropriate Praxis II content test is a condition for initial certification in any teaching field for persons to earn initial Alabama certification in any teaching field or instructional support area. |
|
| 17) | Are performance assessments (such as portfolios of assessment center activities) required? |
| No | |
| Please describe all required performance assessments. | |
| NA | |
| 18) | Is there a recency of credit requirement? |
| No | |
| Please explain the timeline and credit and/or coursework requirements. | |
| NA | |
| 19) | Are teachers accepted based on reciprocal agreements (reciprocity agreements) with other states? |
| Yes | |
| Please indicate which states have reciprocity agreements in place. Those selected are listed below. | |
| Alaska Arizona Arkansas Colorado Connecticut Delaware District of Columbia Florida Georgia Guam Hawaii Idaho Illinois Indiana Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Mississippi Missouri Montana Nebraska Nevada New Hampshire New Jersey New Mexico New York North Carolina North Dakota Ohio Oklahoma Oregon Pennsylvania Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont Virginia Washington West Virginia Wisconsin Wyoming |
|
| 20) | Is passing state prescribed course work and/or written assignments required? |
| Yes | |
| Please describe the required course work and assignments. Include GPA requirements, if any. | |
| See responses to #10-12, above. | |
| 21) | Is completion of preservice teaching (student teaching) under clinical supervision required? |
| Yes | |
| Please describe the nature and amount of required student teaching. | |
| Completion of preservice teaching is not required for individuals earning a Level II (second) certificate in the same teaching field for which Level I certification is held. However, certification in Adult Education (AE), English as a Second Language (ESL), and Reading Specialist (RS) begins at the Class A Professional Educator level, based on Class B Professional Educator certification in any teaching field. The AE, ESL, and RS programs require an internship of the equivalent of a full semester. A person may enroll in a Class A special education program based on any Class B certificate, but a practicum is required for a person who does not have Class B certification in special education. | |
| 22) | Is an individual, supervised professional development program (including coursework, mentoring, and clinical supervision of teaching) required? |
| No | |
| Please describe the course work and/or GPA requirements, mentoring and supervised teaching activity requirements. | |
| NA | |
| 23) | Of fingerprinting, background check or police record examination, which are required? |
| FingerPrinting: Yes Background check: Yes Police record examination: No |
|
| 24) | Is United States citizenship required? |
| No | |
| 25) | Please provide any additional comments, exceptions and explanations below. |
| With regard to Questions 6-9, above, in Alabama, the
Class A Professional Educator (Level II, second) certificate
is a master's degree level program. Requirements for
admission include baccalaureate-level professional educator
certification in the teaching field for which Class A
certification is sought except in Adult Education, English
as a Second Language, Reading Specialist, and special
education. Thus, a bachelor's degree is required for program
admission and a master's degree is required for completion
of a Class A program. With regard to Question 22, above, fingerprinting and a background check are required of individuals who have not previously satisfied that requirement. |
|
Type C Certificates
Section 1.d
Class AA
Professional Educator
Class AA Professional Educator
| 1) | Certificate Name: |
| Class AA Professional Educator | |
| 2) | Is this the initial certificate? |
| No | |
| 3) | Does the state have a Type B certificate? |
| Yes | |
| 4) | Is this a permanent certificate? |
| No | |
| Please provide any amplifying information below. Include, if not permanent, the duration of the certificate. | |
| 5 years | |
| 5) | Is this certificate renewable? |
| Yes | |
| Please provide any amplifying information below. Include, if renewable, the number of times the certificate may be renewed. | |
| There is no limit on the number of times the certificate may be renewed. Renewal options include (1) 3 years of satisfactory education experience and either 5 allowable CEUs, which equate to 50 clock hours of professional development, or 3 semester hours of allowable credit; or (2) 5 allowable CEUs and 3 semester hours of allowable credit; or (3) 6 semester hours of allowable credit. | |
| 6) | Is a bachelor's degree required? |
| Yes | |
| 7) | Is a bachelor's degree in education required? |
| No | |
| 8) | If this certificate is granted at the elementary level, is a bachelor's degree in a subject area or academic content area required? |
| No | |
| Please describe which certification areas require a subject-specific academic content degree. | |
| NA | |
| 9) | If this certificate is granted at the secondary level, is a bachelor's degree in a subject area or academic content area required? |
| No | |
| Please describe which certification areas require a subject-specific academic content degree. | |
| Admission to the Class AA Professional Educator program
requires the candidate to hold master’s-level or Class A
Professional Educator certification in the same teaching
field(s) in which Class AA certification is sought, except
in special education. Admission to the master's level or Class A Professional Educator program requires Class B Professional Educator certification in the same teaching field. Individuals recommended for Alabama certification at the secondary level after June 30, 2005, must have an academic major in the teaching field. |
|
| 10) | Is a master's or other post-baccalaureate program or coursework in professional education required? |
| Yes | |
| Please describe those other degree requirements. | |
| The institution must have regional accreditation to provide sixth-year programs and the program of study leading to completion of a Class AA program must meet the institution's requirements at that level. At least one-third of the courses required in the program must be teaching field courses. Survey of special education coursework is required unless previously completed. | |
| 11) | Is a state approved teacher education program required? |
| Yes | |
| 12) | Is professional employment as a teacher required? |
| No | |
| Plese describe the required terms of employment. | |
| NA | |
| 13) | Is professional development or continuing education experience required? |
| Yes | |
| Please describe this requirement. | |
| All Alabama teachers are required to participate in professional development experiences. | |
| 14) | Is passing National Board of Professional Teaching Standards required? |
| No | |
| 15) | Are there any other requirements? |
| Yes | |
| Please describe the requirements. | |
| A practicum is required if a person is completing her/his first program in special education. Program completion requirements applicable to all candidates include a GPA of at least 3.25 on a 4-point scale for courses in the state-approved program and a passing score on a comprehensive assessment designed by the institution to cover the content of the curriculum. | |
| 16) | Please provide any additional comments, exceptions and explanations below. |
| With regard to Questions 6-9, above, in Alabama, the Class AA Professional Educator Certificate is a planned sixth-year program that may require the completion of an education specialist degree, at the discretion of the institution. Requirements for admission include master's level (Class A) certification in the same teaching field for which Class AA certification is sought, except in special education. Thus, both a bachelor's degree and a master's degree from a regionally accredited institution are required for admission to the Class AA program and the completion of a sixth-year program is required for Class AA certification. | |
Alternative Routes
Section VII.a
| 1) | Has the state approved one or more alternative routes to certification? (Descriptions are covered in Section VII.b.) | ||||
| Yes | |||||
| Please provide document references and/or web addresses. Those provided are listed below. | |||||
|
|||||
| 2) | Has the state approved alternative routes to certification, but is not currently implementing them? | ||||
| No | |||||
| Please provide document references and/or web addresses. Those provided are listed below. | |||||
| NA | |||||
| 3) | Is the state considering or has the state proposed alternative routes to certification? | ||||
| No | |||||
| Please provide document references and/or web addresses. Those provided are listed below. | |||||
| NA | |||||
Section VII.b
Alternative Class A [Master's Level]Baccalaureate Level
Preliminary
Alternative Class A [Master's Level]
| 1) | Alternative route or program name. |
| Alternative Class A [Master's Level] | |
| 2) | What kind of person, with what qualifications, is recruited for this alternative route or program. |
| Information about this route to certification is
provided to individuals who inquire about routes to
certification and who have at least a baccalaureate from a
regionally accredited institution with a minimum 2.5 GPA on
a 4-point scale. General studies courses in the bachelor's
degree program must have included humanities, social
sciences, science and mathematics. For teaching fields that span Grades 6-12 or P-12, Alabama requires an academic major in the field for which certification is sought. If an appropriate major is not indicated on the transcript, Alabama accepts at least 32 semester hours of credit appropriate to the subject for which certification is sought, of which at least 19 hours must be at the upper division level. Individuals seeking certification in Early Childhood Education, Elementary Education, Early Childhood Special Education, or Collaborative Teacher (special education, Grades K-6 or 6-12) must have earned at least 12 semester hours of credit in each of four areas -- English language arts, mathematics, science, and social science. |
|
| 3) | Please describe the selection process. |
| The college or university providing the program determines compliance with program admission criteria. A local education agency superintendent may request an alternative route certificate in order to employ a person who has met requirements for unconditional admission to the program. A person may be employed for up to three years while enrolled in the alternative route program. The university is held accountable for the performance of candidates recommended for certification based on completion of the program. | |
| 4) | Describe the program of study. |
| The program must meet the college or university's requirements for earning a master's degree. The program must include study in curriculum and teaching; professional studies; special education; technology; evaluation of teaching and learning; and reading. The program must also include field experiences in a wide variety of school settings. At least one-third of the program hours must be in the teaching field (e.g., mathematics courses for a person pursuing certification in mathematics). At least one-third of the courses in the program must be teaching field courses. | |
| 5) | Is practice teaching required? |
| Yes | |
| Total Hours: NA | |
| Description: | |
| The program requires a full-time internship (student teaching placement) "in the schools for a full semester (the unit should use its discretion concerning days designated for final examinations), which should not be limited to one classroom or grade level, with experiences of the intern progressing to the full responsibilities of the teacher for at least 20 days including at least 10 consecutive days. (Exceptions may be requested for placements in schools operating on nontraditional schedules.) For candidates who are seeking certification in two or more distinct fields, an additional internship(s) shall be required (e.g., physical education and biology). For candidates who are seeking certification in two or more related fields (e.g., chemistry and physics), the internship may be divided between the two teaching fields, if applicable. For P-12 programs, the internship shall be divided between early childhood/elementary and secondary grades. For early childhood programs, the internship must include a pre-school or kindergarten placement unless substantial field experiences were completed at those levels. For elementary education programs, the internship must include upper and lower elementary-level placements unless substantial field experiences were completed at both levels. In extenuating circumstances, the head of the unit may request a waiver from the State Superintendent for the requirement to divide internship." In addition, "The head of the unit may request from the State Superintendent a waiver of the internship, except in Educational Administration, based on at least one full year of experience at the level(s) and in the teaching field or instructional support area. Accompanying the request for a waiver from the unit head shall be written evidence that a unit representative has observed the candidate on at least two occurrences to assess knowledge, skills, and dispositions for helping all student learn. | |
| 6) | Are assessments required, other than those required for initial licensure or certification? |
| No | |
| 7) | Must alternative route completers take regular state assessments? |
| Yes | |
| 8) | Is this program supported by a private organization (such as Teach for America)? |
| No | |
| Please Specify | |
| NA | |
| 9) | Who administers the program (e.g. the state, an institution of higher education, a district, a non-profit organization)? |
| The program is administered by the State Department of Education. A prospective teacher must meet master's degree and approved program requirements of the college or university where she or he enrolls. The institution is held accountable for the performance of candidates recommended for certification. | |
| 10) | Please select those institutions offering this alternative route. |
| Alabama Agricultural & Mechanical University Alabama State University Auburn University Auburn University Montgomery Jacksonville State University Samford University Spring Hill College Troy State University University of Alabama University of Alabama at Birmingham University of Alabama in Huntsville University of Mobile University of Montevallo University of North Alabama University of South Alabama University of West Alabama |
|
Baccalaureate Level
| 1) | Alternative route or program name. |
| Baccalaureate Level | |
| 2) | What kind of person, with what qualifications, is recruited for this alternative route or program. |
| Information about this route to certification is provided to individuals who inquire about routes to earning teacher certification. Eligibility criteria include at least a baccalaureate from a regionally accredited institution and a major in the field for which certification is sought. If an appropriate major is not indicated on the transcript, Alabama accepts at least 32 semester hours of credit appropriate to the subject for which certification is sought, of which at least 19 hours must be at the upper division level. Early Childhood Education and Elementary Education are not eligible teaching fields for this alternative route. Available options include the arts and foreign languages in Grades K-8 and all disciplines taught in Grades 6-12. | |
| 3) | Please describe the selection process. |
| A local education agency superintendent who wishes to employ a person may request a certificate. State Department of Education staff members assess compliance with eligibility criteria. The list of eligible applicants for certification in Grades K-8 and 9-12 is approved by the State Board of Education. | |
| 4) | Describe the program of study. |
| The program requires no more than 12 semester hours of study in classroom management; evaluation of teaching and learning; inclusion of special education students in the regular classroom; and methods of teaching at the grade level for which certification is sought, which must include the appropriate use of technology. | |
| 5) | Is practice teaching required? |
| No | |
| Total Hours: NA | |
| Description: | |
| Eligibility for a Professional Educator certificate requires three consecutive years of full-time teaching (with the guidance of a mentor) in the subject and at the grade level for which certification is sought. All three years must be in the same local education agency. | |
| 6) | Are assessments required, other than those required for initial licensure or certification? |
| No | |
| 7) | Must alternative route completers take regular state assessments? |
| Yes | |
| 8) | Is this program supported by a private organization (such as Teach for America)? |
| No | |
| Please Specify | |
| NA | |
| 9) | Who administers the program (e.g. the state, an institution of higher education, a district, a non-profit organization)? |
| The State Department of Education administers the program. Required courses may be completed at any institution(s) with state-approved teacher education programs. Institutions are not held accountable for the performance of persons whom they allow to enroll in the courses required for this alternative route because such persons are not required to comply with approved program requirements (GPA, non-course specific assessments, etc.). | |
| 10) | Please select those institutions offering this alternative route. |
| NA | |
Preliminary
| 1) | Alternative route or program name. |
| Preliminary | |
| 2) | What kind of person, with what qualifications, is recruited for this alternative route or program. |
| Information about this route to certification is provided to individuals who inquire about routes to earning teacher certification. Eligibility criteria for certification at the bachelor's degree level include an earned bachelor's degree from a regionally accredited institution in the area for which certification is sought or in a related area and two years of successful experience in the area or related area. For speech and language impaired, eligibility criteria specify at least an earned bachelor's degree from a regionally accredited institution in speech/language impaired. For school counseling, eligibility criteria specify at least an earned master's degree from a regionally accredited institution and a valid license in counseling from any state. For library-media, eligibility criteria specify at least an earned master's degree from a regionally accredited institution in library science. For other master's degree level certificates, eligibility criteria specify an earned master's degree from a regionally accredited institution in the area for which certification is sought or in a related area and three years of successful experience in the area. | |
| 3) | Please describe the selection process. |
| A local education agency superintendent may request a certificate in order to employ a qualified person. State Department of Education staff members assess compliance with eligibility criteria. | |
| 4) | Describe the program of study. |
| No program of study is required. Two years of full-time teaching (with support from a mentor) are required to earn a Professional Educator certificate. | |
| 5) | Is practice teaching required? |
| No | |
| Total Hours: NA | |
| Description: | |
| Eligibility for a Professional Educator certificate requires two years of teaching in the subject for which certification is sought (with the guidance of a mentor) in Alabama public schools. | |
| 6) | Are assessments required, other than those required for initial licensure or certification? |
| No | |
| 7) | Must alternative route completers take regular state assessments? |
| Yes | |
| 8) | Is this program supported by a private organization (such as Teach for America)? |
| No | |
| Please Specify | |
| NA | |
| 9) | Who administers the program (e.g. the state, an institution of higher education, a district, a non-profit organization)? |
| The State Department of Education administers the program. | |
| 10) | Please select those institutions offering this alternative route. |
| NA | |
Pass Rates for Alternative Routes
(2004-2005)
*** Updated 2001-2002 alternative route pass rates ***
No information available.
Pass Rates for Alternative Routes
(2001-2002)
No information available.
Temporary & Emergency Certification or Licensure
Section 1.f
| 1) | Please provide descriptions of the different categories or terms your state uses for temporary waivers of state certification or licensure requirements, such as "emergency permit certificate". | ||||||||||||||
|
|||||||||||||||
| 2) | Please provide information about the extent to which local education authorities are involved in deciding whether an individual shall receive a waiver of certification or licensure requirements. In some states, for instance, schools or school districts must request that an individual be given a waiver before that state authority will consider granting it. (Please include references to applicable regulations or manuals.) | ||||||||||||||
| Description: | |||||||||||||||
| Emergency Certificates are issued only upon the request of an employing superintendent. The certificate is valid through the next June 30 and cannot be renewed or issued again at any time to the same individual. | |||||||||||||||
| References and URLs submitted are listed below. | |||||||||||||||
| Reference: Emergency Certificate Web Address:http://www.alsde.edu/html/sections/documents.asp?sectio n=66&sort=7&footer=sections, [2.(f) on page 116] [2.( f) on page 116] |
|||||||||||||||
| 3) | Waivers may be requested by: | ||||||||||||||
| Individual: School District: Yes State: |
|||||||||||||||
Reciprocity/Interstate Agreements
Type A Certificates
| State | Class B Professional Educator |
|---|---|
| Alabama | |
| Alaska | X |
| American Samoa | |
| Arizona | X |
| Arkansas | X |
| California | |
| Colorado | X |
| Connecticut | X |
| Delaware | X |
| District of Columbia | X |
| Federated States of Micronesia | |
| Florida | X |
| Georgia | X |
| Guam | X |
| Hawaii | X |
| Idaho | X |
| Illinois | X |
| Indiana | X |
| Iowa | |
| Kansas | X |
| Kentucky | X |
| Louisiana | X |
| Maine | X |
| Marshall Islands | |
| Maryland | X |
| Massachusetts | X |
| Michigan | X |
| Minnesota | |
| Mississippi | X |
| Missouri | X |
| Montana | X |
| Nebraska | X |
| Nevada | X |
| New Hampshire | X |
| New Jersey | X |
| New Mexico | X |
| New York | X |
| North Carolina | X |
| North Dakota | X |
| Northern Marianas | |
| Ohio | X |
| Oklahoma | X |
| Oregon | X |
| Palau | |
| Pennsylvania | X |
| Puerto Rico | X |
| Rhode Island | X |
| South Carolina | X |
| South Dakota | X |
| Tennessee | X |
| Texas | X |
| Utah | X |
| Vermont | X |
| Virgin Islands | |
| Virginia | X |
| Washington | X |
| West Virginia | X |
| Wisconsin | X |
| Wyoming | X |
Type B Certificates
| State | Class A Professional Educator |
|---|---|
| Alabama | |
| Alaska | X |
| American Samoa | |
| Arizona | X |
| Arkansas | X |
| California | |
| Colorado | X |
| Connecticut | X |
| Delaware | X |
| District of Columbia | X |
| Federated States of Micronesia | |
| Florida | X |
| Georgia | X |
| Guam | X |
| Hawaii | X |
| Idaho | X |
| Illinois | X |
| Indiana | X |
| Iowa | |
| Kansas | X |
| Kentucky | X |
| Louisiana | X |
| Maine | X |
| Marshall Islands | |
| Maryland | X |
| Massachusetts | X |
| Michigan | X |
| Minnesota | |
| Mississippi | X |
| Missouri | X |
| Montana | X |
| Nebraska | X |
| Nevada | X |
| New Hampshire | X |
| New Jersey | X |
| New Mexico | X |
| New York | X |
| North Carolina | X |
| North Dakota | X |
| Northern Marianas | |
| Ohio | X |
| Oklahoma | X |
| Oregon | X |
| Palau | |
| Pennsylvania | X |
| Puerto Rico | |
| Rhode Island | X |
| South Carolina | X |
| South Dakota | X |
| Tennessee | X |
| Texas | X |
| Utah | X |
| Vermont | X |
| Virgin Islands | |
| Virginia | X |
| Washington | X |
| West Virginia | X |
| Wisconsin | X |
| Wyoming | X |
Pass Rates
(2004-2005)
*** Updated 2001-2002 pass rates ***
To review institutional pass rates, select one of the following links:
Summary Pass Rates
Aggregate Pass Rates
Basic Skills
Single Assessments
Summary Pass Rates
| Institution | Number Tested | Number Passed | Pass Rate | Quartile |
|---|---|---|---|---|
| Alabama A & M University | 208 | 208 | 100 | I |
| Alabama State University | 250 | 250 | 100 | I |
| Athens State University | 300 | 300 | 100 | I |
| Auburn University | 323 | 323 | 100 | I |
| Auburn University Montgomery | 129 | 129 | 100 | I |
| Birmingham-Southern College | 19 | 19 | 100 | I |
| Concordia College | 19 | 19 | 100 | I |
| Faulkner University | 15 | 15 | 100 | I |
| Huntingdon College | * | * | * | * |
| Jacksonville State University | 306 | 306 | 100 | I |
| Judson College | * | * | * | * |
| Miles College | 23 | 23 | 100 | I |
| Oakwood College | 32 | 32 | 100 | I |
| Samford University | 81 | 81 | 100 | I |
| Spring Hill College | 38 | 38 | 100 | I |
| Stillman College | 33 | 33 | 100 | I |
| Talladega College | * | * | * | * |
| Troy University | 295 | 295 | 100 | I |
| Tuskegee University | * | * | * | * |
| University of Alabama | 255 | 255 | 100 | I |
| University of Alabama at Birmingham | 425 | 425 | 100 | I |
| University of Alabama in Huntsville | 84 | 84 | 100 | I |
| University of Mobile | 71 | 71 | 100 | I |
| University of Montevallo | 112 | 112 | 100 | I |
| University of North Alabama | 124 | 124 | 100 | I |
| University of South Alabama | 249 | 249 | 100 | I |
| University of West Alabama | 80 | 80 | 100 | I |
| Alabama Summary | 12,500 | 12,500 | 100 | |
| Quartile I -- Range, Mean | 100 - 100, 100.0 | |||
| Quartile II -- Range, Mean | ||||
| Quartile III -- Range, Mean | ||||
| Quartile IV -- Range, Mean | ||||
| * An asterisk indicates less than 10
test takers or program completers. ** Two asterisks indicate less than 10 test takers or no test takers. |
Top of page |
Basic Skills
| Institution | Number Tested | Number Passed | Pass Rate | Quartile |
|---|---|---|---|---|
| Alabama A & M University | 208 | 208 | 100 | I |
| Alabama State University | 250 | 250 | 100 | I |
| Athens State University | 300 | 300 | 100 | I |
| Auburn University | 768 | 767 | 100 | I |
| Auburn University Montgomery | 129 | 129 | 100 | I |
| Birmingham-Southern College | 19 | 19 | 100 | I |
| Concordia College | 19 | 19 | 100 | I |
| Faulkner University | 15 | 15 | 100 | I |
| Huntingdon College | * | * | * | * |
| Jacksonville State University | 306 | 306 | 100 | I |
| Judson College | * | * | * | * |
| Miles College | 23 | 23 | 100 | I |
| Oakwood College | 32 | 32 | 100 | I |
| Samford University | 81 | 81 | 100 | I |
| Spring Hill College | 38 | 38 | 100 | I |
| Stillman College | 33 | 33 | 100 | I |
| Talladega College | * | * | * | * |
| Troy University | 295 | 295 | 100 | I |
| Tuskegee University | * | * | * | * |
| University of Alabama | 255 | 255 | 100 | I |
| University of Alabama at Birmingham | 425 | 425 | 100 | I |
| University of Alabama in Huntsville | 84 | 84 | 100 | I |
| University of Mobile | 71 | 71 | 100 | I |
| University of Montevallo | 112 | 112 | 100 | I |
| University of North Alabama | 124 | 124 | 100 | I |
| University of South Alabama | 249 | 249 | 100 | I |
| University of West Alabama | 80 | 80 | 100 | I |
| Alabama Summary | 12,500 | 12,500 | 100 | |
| Quartile I -- Range, Mean | 100 - 100, 100.0 | |||
| Quartile II -- Range, Mean | ||||
| Quartile III -- Range, Mean | ||||
| Quartile IV -- Range, Mean | ||||
| * An asterisk indicates less than 10
test takers or program completers. ** Two asterisks indicate less than 10 test takers or no test takers. |
Top of page |
Single Assessments
| Mathematics | |||
|---|---|---|---|
| Institution | Number Tested | Number Passed | Pass Rate |
| Alabama A & M University | 239 | 213 | 89 |
| Alabama State University | 355 | 252 | 71 |
| Athens State University | 179 | 175 | 98 |
| Auburn University | 256 | 255 | 100 |
| Auburn University Montgomery | 347 | 320 | 92 |
| Birmingham-Southern College | 18 | 18 | 100 |
| Concordia College | 16 | 10 | 63 |
| Faulkner University | 11 | 11 | 100 |
| Huntingdon College | * | * | * |
| Jacksonville State University | 741 | 741 | 100 |
| Judson College | * | * | * |
| Miles College | 42 | 42 | 100 |
| Oakwood College | 32 | 32 | 100 |
| Samford University | 72 | 72 | 100 |
| Spring Hill College | 38 | 38 | 100 |
| Stillman College | 33 | 33 | 100 |
| Talladega College | * | * | * |
| Troy University | 417 | 388 | 93 |
| Tuskegee University | * | * | * |
| University of Alabama | 255 | 255 | 100 |
| University of Alabama at Birmingham | 342 | 335 | 98 |
| University of Alabama in Huntsville | 71 | 71 | 100 |
| University of Mobile | 38 | 38 | 100 |
| University of Montevallo | 111 | 109 | 98 |
| University of North Alabama | 96 | 86 | 90 |
| University of South Alabama | 389 | 360 | 93 |
| University of West Alabama | 138 | 129 | 93 |
| Alabama Summary | 4,270 | 4,017 | 94 |
| * An asterisk indicates less than 10
test takers or program completers. ** Two asterisks indicate less than 10 test takers or no test takers. |
Top of page |
| Reading | |||
|---|---|---|---|
| Institution | Number Tested | Number Passed | Pass Rate |
| Alabama A & M University | 234 | 232 | 99 |
| Alabama State University | 313 | 308 | 98 |
| Athens State University | 184 | 184 | 100 |
| Auburn University | 256 | 256 | 100 |
| Auburn University Montgomery | 334 | 331 | 99 |
| Birmingham-Southern College | 18 | 18 | 100 |
| Concordia College | 16 | 16 | 100 |
| Faulkner University | 11 | 11 | 100 |
| Huntingdon College | * | * | * |
| Jacksonville State University | 721 | 721 | 100 |
| Judson College | * | * | * |
| Miles College | 42 | 42 | 100 |
| Oakwood College | 32 | 32 | 100 |
| Samford University | 72 | 72 | 100 |
| Spring Hill College | 38 | 38 | 100 |
| Stillman College | 33 | 33 | 100 |
| Talladega College | * | * | * |
| Troy University | 401 | 400 | 100 |
| Tuskegee University | * | * | * |
| University of Alabama | 255 | 255 | 100 |
| University of Alabama at Birmingham | 337 | 335 | 99 |
| University of Alabama in Huntsville | 71 | 71 | 100 |
| University of Mobile | 38 | 38 | 100 |
| University of Montevallo | 110 | 110 | 100 |
| University of North Alabama | 94 | 91 | 97 |
| University of South Alabama | 370 | 370 | 100 |
| University of West Alabama | 136 | 135 | 99 |
| Alabama Summary | 4,150 | 4,132 | 100 |
| * An asterisk indicates less than 10
test takers or program completers. ** Two asterisks indicate less than 10 test takers or no test takers. |
Top of page |
| Writing | |||
|---|---|---|---|
| Institution | Number Tested | Number Passed | Pass Rate |
| Alabama A & M University | 261 | 250 | 96 |
| Alabama State University | 390 | 350 | 90 |
| Athens State University | 187 | 182 | 97 |
| Auburn University | 256 | 256 | 100 |
| Auburn University Montgomery | 391 | 386 | 99 |
| Birmingham-Southern College | 18 | 18 | 100 |
| Concordia College | 16 | 16 | 100 |
| Faulkner University | 10 | 10 | 100 |
| Huntingdon College | * | * | * |
| Jacksonville State University | 740 | 740 | 100 |
| Judson College | * | * | * |
| Miles College | 42 | 42 | 100 |
| Oakwood College | 32 | 32 | 100 |
| Samford University | 72 | 72 | 100 |
| Spring Hill College | 38 | 38 | 100 |
| Stillman College | 33 | 33 | 100 |
| Talladega College | * | * | * |
| Troy University | 446 | 438 | 98 |
| Tuskegee University | * | * | * |
| University of Alabama | 255 | 255 | 100 |
| University of Alabama at Birmingham | 354 | 350 | 99 |
| University of Alabama in Huntsville | 71 | 71 | 100 |
| University of Mobile | 38 | 38 | 100 |
| University of Montevallo | 114 | 114 | 100 |
| University of North Alabama | 95 | 91 | 96 |
| University of South Alabama | 394 | 387 | 98 |
| University of West Alabama | 152 | 147 | 97 |
| Alabama Summary | 4,440 | 4,351 | 98 |
| * An asterisk indicates less than 10
test takers or program completers. ** Two asterisks indicate less than 10 test takers or no test takers. |
Top of page |
Pass Rates
(2001-2002)
No information available.
Assessment Requirements
Section I.e
| Test Category | Test Name | Cut Score | Low Score | High Score |
|---|---|---|---|---|
| Basic Skills | Mathematics | 4 | 3 | 7 |
| Basic Skills | Reading | 4 | 3 | 7 |
| Basic Skills | Writing | 3 | 1 | 5 |
-- Indicates that the state has not set a cut score for this assessment.
Institutions Requiring Tests
Section I.e
No information available.
Assessment Criteria
Section IV
| 1) | Has the state implemented criteria for assessing teacher preparation program performance? | ||||||||
| Yes | |||||||||
| Implementation Date: 5/1/1999 | |||||||||
| List the entities involved in implementation. | |||||||||
| Alabama Professional Education Performance Evaluation (PEPE) Program Standards Advisory Committee; Advisory Panel on Teacher Education and Certification; Alabama State Board of Education; Alabama Deans of Education; Task Force to Enhance Educator Preparation; Alabama State Department of Education staff members | |||||||||
| Specify any national organizations whose criteria are being used or that are involved in some other way. | |||||||||
| PEPE criteria were reviewed to determine the extent of
their alignment with Council of Chief State School
Officers/Interstate New Teacher Licensure and Support
Consortium (CCSSO/INTASC) Model Standards for Beginning
Teachers and minor changes were made in the PEPE criteria as
deemed necessary. In addition, the current standards of national specialty professional associations are reviewed as a basis for updating discipline-specific standards. INTASC Model Standards for Beginning Teachers were used to create Alabama's Professional Studies standards that are applicable to all teaching fields. In 2004, the ASBE adopted a revised set of Professional Studies standards that modified and expanded the previous Alabama standards to incorporate the INTASC Model Standards for Licensing General and Special Education Teachers of Students with Disabilities. The revised Alabama standards also address other forms of diversity. When teacher preparation institutions document compliance with the revised standards (no later that July 1, 2006) and implement revised programs, new teachers will be better prepared to teach all students. |
|||||||||
| Describe the criteria. | |||||||||
| With regard to the PEPE Program, teachers are assessed
on the job by trained assessors using standard instruments.
Eight categories of assessment include: preparation for
organized instruction; presentation of organized
instruction; assessment of student performance; classroom
management; positive learning climate; communication;
professional development; and leadership and performance of
professional responsibilities. Assessment results are used
to develop appropriate professional development plans. With regard to teacher education program approval, programs are reviewed on a five-year cycle. Only programs that document compliance with all applicable standards are submitted to the State Board of Education for approval. Each institution is accountable for the performance of candidates recommended for certification and employed in Alabama public schools to teach the subjects they were prepared to teach. |
|||||||||
| Please provide references and/or web addresses. Those already provided are listed below. | |||||||||
|
|||||||||
| 2) | If state has not implemented criteria, has state proposed implementing criteria for assessing teacher program performance? | ||||||||
| Not applicable | |||||||||
| List the entities involved in the proposal. | |||||||||
| NA | |||||||||
| Specify any national organizations whose criteria are being used or that are involved in some other way. | |||||||||
| NA | |||||||||
| Describe the criteria. | |||||||||
| NA | |||||||||
| Please provide references and/or web addresses. Those already provided are listed below. | |||||||||
|
|
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| 3) | Do state criteria include a determination of passing rates on state certification and licensure assessments? | ||||||||
| Yes | |||||||||
| Describe the criteria, including pass rate levels. | |||||||||
| The criteria pertaining to a statewide testing program
(certification assessments) are referenced in the Teacher
Education Standards adopted by the State Board of Education
(SBE). The Alabama Prospective Teacher Testing Program
(APTTP)was implemented in December 2002. The three basic
skills assessment that constitute the first major component
of the APTTP are applicable to individuals who complete
their programs on or after January 1, 2003. Praxis II
content tests constitute the second major component of the
APTTP. As of April 14, 2006, passing both components of the
APTTP is a prerequisite for certification. The same testing requirements are applicable to out-of-state applicants and to individuals who allowed their Alabama certificates to expire and did not reinstatement them within six months. In 2005, the SBE revised the criteria for reporting each institution's status. Those criteria are available at http://www.alsde.edu/html/sections/doc_download.asp?section=66&id=4909&sort=8 Alabama Administrative Code Chapter 290-3-3 Teacher Education Standards [.56(3)]. |
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| 4) | Do state criteria include indicators of teachers' knowledge and skills? | ||||||||
| Yes | |||||||||
| Describe the criteria below. | |||||||||
| See description of PEPE criteria provided in response to
Question #1, above, and information provided about the APTTP
in response to #3, above. The second amendment of the court decree in the Allen case (teacher testing) now allows Alabama to require passing scores on both components of the Alabama Prospective Teacher Testing Program--basic skills and content knowledge--for initial Alabama certification in any teaching field or area of instructional support. The same testing requirements must be met by applicants from other states and by Alabamians whose certificates expired and were not reinstated within six months. |
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| 5) | Are there any other criteria? | ||||||||
| No | |||||||||
| Describe the criteria below. | |||||||||
| NA | |||||||||
Low Performing Programs
Section V
| 1) | Please provide a description of the procedure your state uses to identify and assist (through the provision of technical assistance) low-performing programs of teacher preparation. (See HEA Title II, Section 208(a).) |
| See information provided in response to #2, below. | |
| 2) | Please provide a list of the criteria your state has defined for classifying teacher preparation programs as "low performing." (See HEA Title II, Section 208(a).) |
| In December 2002, under the stipulations of the first
amendment of a court decree, Alabama implemented the first
major component of the Alabama Prospective Teacher Testing
Program (APTTP), three basic skills assessments. By court
order, the basic skills assessments are required for
certification rather than for program admission or
completion. The basic skills assessments component of the
APTTP is applicable to individuals who apply for an Alabama
Professional Educator or alternative approach certificate on
or after January 1, 2003. [www.alsde.edu/ Special Links/
Alabama Prospective Teacher Testing Program] Thus, for the
2004-20054 reporting period, the criteria for identifying
low performing programs included three basic skills
assessments (the first components of the APTTP) and the
assessment of recent program completers as measured by the
Alabama Professional Education Personnel (PEPE) Program.
Pertinent references include
http://www.alsde.edu/html/sections/doc_download.asp?section=66&id=4909&sort=8,
Alabama Administrative Code Chapter 290-3-3 Teacher
Education Rules [.56(3)]; and
http://www.alabamapepe.com/teacher.htm, Professional
Education Personnel Evaluation (PEPE) Program. Effective April 14, 2005, in accordance with the second amendment of the court decree related to teacher testing, taking the appropriate Praxis II content test became a condition for initial certification in any teaching field for individuals who completed their preparation program from that date through April 13, 2006. Effective April 14, 2006, earning a passing score on the appropriate Praxis II content test is a condition for initial certification in any teaching field. Praxis II content tests are now the second major component of the Alabama Prospective Teacher Testing Program. |
|
| 3) | Please provide a list of teacher preparation programs in your state that are currently classified as low performing, or as being at risk of being so classified. (See HEA Title II, Section 208(a).) |
| Please give the program name and institution, date so designated, and whether the program is considered at risk or is classified as low-performing. Those programs already provided are listed below. | |
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|
|
Waivers
Section VI
| 1) | Please provide the numbers of teachers with waivers by high-poverty districts, all other districts, and by the core academic subject areas, for the 2005-2006 academic year. You should exclude those teachers participating in alternate routes who meet the criteria for being highly qualified under the No Child Left Behind Act, and those teachers who are short- or long-term substitutes (as defined by the state). The secondary level includes junior high, middle school, and high school. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| Please provide any additional categories. Categories already provided are listed below, and included in the table above. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Health Ed/Physcial Ed/Driver Ed Social Science/Social Studies |
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| 2) | Please provide the data collection start and end dates. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Start date: 7/1/2005 End date: 6/30/2006 |
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| 3) | Did you exclude teachers participating in alternate routes who meet the criteria for being highly qualified under the No Child Left Behind Act? | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Yes | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| If those teachers were not excluded, please explain why they were not. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| NA | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 4) | Did you exclude teachers who are short- or long-term substitute teachers (as defined by the state)? | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Yes | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| If those teachers were not excluded, please explain why they were not. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| NA | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 5) | Please provide any other descriptions or comments. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| NA | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Efforts to Improve Teacher Quality
Section VIII
| 1) | Please list and describe any steps taken by the state during the past year to improve teacher quality. Efforts might include: developing standards or criteria for teacher performance; changing requirements for initial teacher certification or licensure; revising required assessments for initial teacher certification or licensure; modifying policies for renewals, certificates or licenses; developing alternative routes to certification; changing the grounds for waivers of teacher certification or licensure. |
| For several years, Alabama has been providing and
expanding a very successful K-12 program called The Alabama
Reading Initiative (ARI). The ARI received the State
Innovation Award presented by the Education Commission of
the States (July 2002) for an exemplary literacy initiative.
The ARI also received Presidential recognition during the
White House Reading Summit (September 2002). Individuals
from several states have visited in Alabama or otherwise
acquired information about ARI and have implemented the
program in their own states. In addition to ARI, Alabama
received a multi-year, multi-million dollar grant to
implement the Alabama Reading First Initiative. In 1999, The Alabama State Board of Education requested the development of an initiative to improve mathematics, science, and technology education throughout the state. Implementation of the Alabama Mathematics, Science, and Technology Initiative (AMSTI) is enhancing the teaching of those disciplines throughout Alabama as additional sites are added each year. AMSTI resulted in recommendations to revise teacher education program approval standards. Those recommendations were adopted by the ASBE. Alabama received funds under Title II of the Higher Education Act for a Teacher Quality Enhancement Project. A mentoring program for new teachers was developed and piloted using Title II funds. To date, constraints have made the program optional rather than mandatory. However, the ASBE adopted guidelines for mentoring programs to be used by LEAs to develop mentoring programs and/or to assess on-going programs. Title II funds were also used to develop an Alabama Professional Education Personnel Evaluation Program (PEPE) Orientation for Teachers CD, as well as training modules for use by teachers whose on-the-job performance assessment indicated the need for improvement. In spring 2002, yet another component of Alabama's Title II initiative resulted in cooperation with The Alabama Best Practices Center to develop "Powerful Conversations in Professional Development," a process of professional development at the school site that is defined by the National Staff Development Council (2002) as ongoing, job-embedded, data-driven, and research-based. With the support of the Governor and other members of the State Board of Education, the State Superintendent of Education has provided the leadership to implement a new statewide testing program for prospective teachers. Alabama administered a teacher certification test from 1981-1988. Litigation stemming from that testing program impacted the subsequent development and implementation of teacher testing. The first and second amended court decrees in the Allen case allowed Alabama to create the Alabama Prospective Teacher Testing Program (APTTP). Prospective teachers are now required to pass three basic skills assessments (reading, writing, and mathematics) and the appropriate Praxis II content test prior to earning an initial Alabama certificate. Recommendations from the Governor's Congress on Instructional Leadership resulted in State Board of Education adoption in 2005 of new standards for the approval of programs to prepare instructional leaders. Collaboration between higher education and K-12 partners is essential to earning approval of new programs. Additional changes include new requirements for participation in meaningful, sustained professional development activities and multi-tiered certification focusing on demonstration of success in improving student learning in K-12 schools. Another outcome of the Governor's Congress was State Board of Education adoption of a Code of Ethics for Alabama Educators. The Governor's Commission on Quality Teaching is engaged in making recommendations to improve teaching and learning in Alabama. The Commission began its work in January 2006. |
|
| 2) | Please provide references or documentation. References already provided are listed below. |
Supplemental
No information available.