Chapter 290-3-3 - TEACHER EDUCATION - PROFESSIONAL SERVICES

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 progr…

(1) Unless noted elsewhere, the effective date of these rules is June 1, 2019, for educator preparation providers (EPPs) and programs to be reviewed after that date. (2) Changes based on the federal No Child Left Behind Act of 2001 (NCLB) (i.e., general studies requirements for e…

1. Unless noted elsewhere, the effective date for these rules will be August 1, 2025. 2. The implementation date of these rules for educator preparation providers (EPPs) and programs to be reviewed after that date is August 1, 2025. 3. EPPs and programs to be reviewed fall semest…

To offer approved educator preparation programs, institutions in Alabama shall be accredited by the U.S. DOE. If an institution loses accreditation at one or more levels, the educator preparation provider (EPP) must notify the ALSDE and candidates individually and in writing. 1. …

1. Pursuant to the mission of improving the academic achievement of all students in the public schools of Alabama, candidates will align their practice with the Interstate Teacher Assessment and Support Consortium (InTASC) standards. InTASC and International Society for Technolog…

(1) Rationale. This rule brings attention to those elements that are distinctive to the pre-K program. These elements represent the unique nature of pre-K education encompassing the foundations of learning including play, developmentally appropriate practices, and integration wit…

1. Overview of Educator Preparation Program Levels. Formal preparation of educators occurs at two levels, initial and advanced. Successful completion of an initial program may qualify the candidate for Class B certification or Class A certification upon completion of an Alternati…

In accordance with the Alabama Literacy Act, the Alabama State Board of Education (State BOE) modified its standards relative to teaching the Science of Reading (SoR), including multisensory/multimodal strategies in foundational reading skills in initial certification programs in…

In accordance with the Alabama Numeracy Act, the Alabama State Board of Education (State BOE) modified its standards relative to the teaching of numeracy, including algebraic reasoning, cardinality, computational fluency, and conceptual understanding, in initial certification pro…

(1) Rationale. The middle level English Language Arts program prepares teachers to use the Alabama Course of Study: English Language Arts and other guides to provide instruction in reading and other English Language Arts disciplines. The standards build upon the Alabama Core Teac…

(1) Rationale. The middle-level Mathematics program prepares teachers to use the Alabama Course of Study: Mathematics and other guides to provide instruction in mathematics. The standards build upon the Alabama Core Teaching Standards and are guided by tenets of the Association f…

(1) Rationale. The middle-level General Science program prepares teachers to use the Alabama Course of Study: Science and other guides to provide instruction in science. The standards build upon the Alabama Core Teaching Standards and are guided by tenets of the Association for M…

(1) Rationale. The middle-level General Social Studies program prepares teachers to use the Alabama Course of Study: Social Studies and other guides to provide instruction in social studies. The standards build upon the Alabama Core Teaching Standards and are guided by tenants of…

1. Rationale. This Rule brings attention to those elements that are distinctive to the pre-kindergarten and early childhood education program. These elements represent the unique nature of pre-kindergarten and early childhood education encompassing the foundations of learning inc…

1. Rationale. This document brings attention to those elements that are distinctive to the elementary education program. These elements represent the essential elementary curriculum, instructional knowledge and abilities, and professionalism for the preparation of teacher candida…

1. Rationale. Teacher preparation for middle grade teachers is not the same as for secondary teachers. One of the most critical challenges in improving high school graduation rates may be ensuring a high level of quality in middle grades coursework and course performance. Middle …

1. Rationale. Teacher preparation for secondary teachers is designed to improve high school graduation rates, implement developmentally appropriate, rigorous and quality coursework and curriculum in classrooms that engage students intellectually, emotionally, socially, and behavi…

1. Rationale. The main goal of these standards is to promote quality preparation for Career and Technical Education teachers of Agriscience Education, Business and Marketing Education, Family and Consumer Sciences Education, and Technical Education by identifying standards applic…

(1) Rationale. A teacher of health education and physical education is an effective communicator, a responsible citizen, a self-directed lifelong learner, and a critical thinker. A goal of these standards is to prepare the teacher candidate with the knowledge and abilities to imp…

1. Rationale. This Rule highlights those elements distinctive to the Computer Science Education program. These standards build upon the InTASC Model Core Teaching Standards, ISTE Standards, and Alabama Specific Standards. The standards are consistent with the current Praxis Compu…

1. Rationale. This Rule highlights those elements distinctive to the English Language Arts program. These standards build upon the InTASC Model Core Teaching Standards, ISTE Standards, and Alabama Specific Standards. The standards are consistent with the Praxis English Language A…

1. Rationale. This Rule highlights those elements distinctive to the General Social Studies program. These standards build upon the InTASC Model Core Teaching Standards, ISTE Standards, and Alabama Specific Standards. The standards are consistent with the Praxis Social Studies: C…

1. Rationale. This Rule highlights those elements distinctive to the History program. These standards build upon the InTASC Model Core Teaching Standards, ISTE Standards, and Alabama Specific Standards. The standards are consistent with the Praxis World and U.S. History: Content …

1. Rationale. This Rule highlights those elements distinctive to the Mathematics program. These standards build upon the InTASC Model Core Teaching Standards, ISTE Standards, and Alabama Specific Standards. The standards are consistent with the Praxis Mathematics: Content Knowled…

1. Rationale. This Rule highlights those elements distinctive to All Science Programs. These standards build upon the InTASC Model Core Teaching Standards, ISTE Standards, and Alabama Specific Standards. The standards are consistent with the current NSTA/ASTA Standards for Scienc…

1. Rationale. This Rule highlights those elements distinctive to the Health Education program. These standards build upon the InTASC Model Core Teaching Standards, ISTE Standards, and Alabama Specific Standards. The standards are consistent with the current Praxis Health Educatio…

1. Rationale. Teacher preparation for P-12 teachers is designed to assist these teachers plan and implement developmentally appropriate, rigorous and quality coursework and curriculum in classrooms that engage students intellectually, emotionally, socially, physically, and behavi…

1. Rationale. Rule highlights those elements distinctive to the Health Education program. These standards build upon the InTASC Model Core Teaching Standards, ISTE Standards, and Alabama Specific Standards. The standards are consistent with the dance standards found in the curren…

1. Rationale. This Rule highlights those elements distinctive to the Choral and Instrumental Music program. These standards build upon the InTASC Model Core Teaching Standards, ISTE Standards, and Alabama Specific Standards. The standards are consistent with the Praxis Music: Con…

1. Rationale. This Rule highlights those elements distinctive to the Physical Education program. These standards build upon the InTASC Model Core Teaching Standards, ISTE Standards, and Alabama Specific Standards. The standards are consistent with the current Praxis Physical Educ…

1. Rationale. This Rule highlights those elements distinctive to the Special Education program. These standards build upon the InTASC Model Core Teaching Standards, ISTE Standards, and Alabama Specific Standards. The standards are consistent with the current Praxis Special Educat…

1. Rationale. This Rule highlights those elements distinctive to the Theatre program. These standards build upon the InTASC Model Core Teaching Standards, ISTE Standards, and Alabama Specific Standards. The standards are consistent with the Praxis Theatre Assessment, and the curr…

1. Rationale. This Rule highlights those elements distinctive to the Visual Arts program. These standards build upon the InTASC Model Core Teaching Standards, ISTE Standards, and Alabama Specific Standards. The standards are consistent with the Praxis Art: Content Knowledge Asses…

1. Rationale. This Rule highlights those elements distinctive to the World Languages. These standards build upon the InTASC Model Core Teaching Standards, ISTE Standards, and Alabama Specific Standards. The standards are consistent with the current Alabama Course of Study: World …

1. Rationale. This Rule highlights those elements distinctive to the English for Speakers of Other Languages program. These standards build upon the InTASC Model Core Teaching Standards, ISTE Standards, and Alabama Specific Standards. The standards are consistent with the Praxis …

1. Rationale. This Rule highlights those elements distinctive to the gifted education program. These standards build upon the InTASC Model Core Teaching Standards, ISTE Standards, and Alabama Specific Standards. The standards are consistent with the Praxis Gifted Education Assess…

1. Rationale of Class A Programs for Teaching Fields. Class A educator preparation programs shall help the teacher develop higher levels of competence than is possible in the Class B program. An EPP may develop a Class A program for any Class B content area. See Rules 290-3-3-.08…

1. Rationale of Alternative Class A Programs. The purposes of an Alternative Class A program shall be identical to the purposes for preparing teachers at the Class B level in the same teaching field, except that persons who complete the Alternative Class A program shall have acqu…

(1) Rationale. The main goal of these standards is to provide the criteria for dance teacher candidates in preparing them to implement a quality dance education program. Such a program develops skillful and artistic movers who master dance content and engage in seeing, knowing, m…

(1) Program Curriculum (a) In addition to meeting Rules 290-3-3-.02(6) (a)1. -4., 290-3-3-.02(6) (e) 1. And 2. (i) and (iv), 290-3-3-.03, 290-3-3-.04, and 290-3-3-.30, the teaching field shall require an academic major of at least 32 semester hours of credit with at least 19 seme…

1. Rationale. The Alabama Coaching Endorsement is for teachers who hold a valid Alabama professional educator certificate in early childhood education, elementary education, or special education and have at least three years of teaching experience. 2. The K-5 mathematics coach en…

1. Rationale of Class A Programs for Instructional Support Personnel. These Class A programs shall prepare educators to serve effectively in instructional support positions. These are initial certification programs in these areas. 2. Curriculum: The EPP ensures that candidates fo…

(1) Rationale. The main goal of these standards is to prepare the teacher candidate with the knowledge and abilities to implement a quality theatre program that develops skillful participants. These standards are consistent with the standards of the National Association of School…

1. Rationale of Instructional Leadership Programs. The study of instructional leadership begins at the Class A level. These standards build upon the InTASC Model Core Teaching Standards, ISTE Standards, Alabama Specific Standards, and the Praxis for Educational Leadership. The Cl…

1. Rationale. Programs for library media specialists develop candidates for service and leadership in school libraries serving P-12 students. The study of library media begins at the Class A level. This Rule highlights those elements distinctive to the library media program. Thes…

1. Rationale. Certification in school counseling is at the Class A level. This Rule highlights those elements distinctive to the school counseling program. These standards build upon the InTASC Model Core Teaching Standards, ISTE Standards, and Alabama Specific Standards. The sta…

1. Rationale. The study of school psychometry begins at the Class A level. This Rule highlights those elements distinctive to the school psychometry program. These standards build upon the InTASC Model Core Teaching Standards, ISTE Standards, and Alabama Specific Standards. Imple…

1. Rationale. This Rule highlights those elements distinctive to the Speech-Language Pathology program. The standards are consistent with the current Praxis Speech-Language Pathology assessment. Implementation of the standards will be in the Alabama Continuous Improvement guidanc…

1. Rationale. This Rule highlights those elements distinctive to the Sport Management program. The study of sport management begins at the Class A level. These standards build upon the InTASC Model Core Teaching Standards, ISTE Standards, and Alabama Specific Standards. The study…

1. Rationale of Class AA Programs for Teaching Fields. The purpose of a Class AA program shall be to prepare educators on the education specialist level. Persons who complete Class AA programs shall have acquired knowledge and skill above the level required for completion of a Cl…