reglab/statecodes huggingface dataset:
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-2 - EDUCATOR CERTIFICATION › Section 290-3-2-.26 - Junior Reserve Officer Training Corps (JROTC) Certificate Approach

Current through Register Vol. 42, No. 9, June 28, 2024
(1)
Overview.
A superintendent or administrator who wishes to employ
			 an individual as a JROTC instructor may request a JROTC Certificate.
(2)
Application.
(a) The applicant is required to submit to
			 the employing superintendent or administrator the current application for this
			 approach and documentation of having met all requirements as prescribed in Rule
			 290-3-2-.26 and on the application.
(b) The superintendent or administrator who
			 wishes to employ the applicant is required to submit to the Educator
			 Certification Section:
1. A recommendation
			 requesting issuance of the JROTC Certificate.
2. The applicant's current application and
			 documentation of having met all requirements.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-2 - EDUCATOR CERTIFICATION › Section 290-3-2-.27 - National Board For Professional Teaching Standards (NBPTS) Approach

Current through Register Vol. 42, No. 9, June 28, 2024
(1)
Overview.
An individual who holds valid NBPTS certification may
			 seek a Professional Educator Certificate.
(2)
Limitations on Issuance.
This approach is only available if the applicant's NBPTS certification is in an
			 area, at a grade level, and at a degree level in which Alabama offers
			 comparable certification. Additional information about a Professional Educator
			 Certificate for teaching fields is in Rule
			 290-3-2-.03.
			 Additional information about a Professional Educator Certificate for areas of
			 instructional support is in Rule
			 290-3-2-.03.
(3)
Application.
The applicant
			 is required to submit to the Educator Certification Section the current
			 application for this approach and documentation of having met all requirements
			 as prescribed in Rule 290-3-2-.27 and on the application.
(4)
Requirements.
All
			 requirements must be successfully completed prior to the date the application
			 is received in the Educator Certification Section.
(a) Successful completion of the Alabama
			 Special Requirements in Rule
			 290-3-2-.02(4).
(b) Verification on official transcript(s) of
			 all degrees earned.
(c) For
			 teaching fields, verification on an official transcript(s) of an earned
			 bachelor's or higher degree from a regionally accredited senior
			 institution.
(d) For areas of
			 instructional support, verification on an official transcript(s) of an earned
			 master's or higher degree from a regionally accredited senior
			 institution.
(e) Verification of
			 the applicant's valid NBPTS certification.
(f) For areas of instructional support,
			 verification on Supplement EXP that the applicant has met the professional
			 education work experience required for issuance of the Professional Educator
			 Certificate. Additional information is in Rule
			 290-3-2-.03.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-2 - EDUCATOR CERTIFICATION › Section 290-3-2-.28 - Nationally Certified School Psychologist Approach

Current through Register Vol. 42, No. 9, June 28, 2024
(1)
Overview.
An individual who
			 holds valid certification as a Nationally Certified School Psychologist may
			 seek a School Psychologist Professional Educator Certificate.
(2)
Application.
The applicant
			 is required to submit to the Educator Certification Section the current
			 application for this approach and documentation of having met all requirements
			 as prescribed in Rule 290-3-2-.28 and on the application.
(3)
Requirements.
All
			 requirements must be successfully completed prior to the date the application
			 is received in the Educator Certification Section.
(a) Successful completion of the Alabama
			 Special Requirements in Rule
			 290-3-2-.02(4).
(b) Verification on official transcript(s) of
			 all degrees earned.
(c)
			 Verification on an official transcript(s) of an earned master's or higher
			 degree from a regionally accredited senior institution.
(d) Verification of the applicant's valid
			 certification as a Nationally Certified School Psychologist.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-2 - EDUCATOR CERTIFICATION › Section 290-3-2-.29 - Renewal Requirements: Continuation Or Reinstatement

Current through Register Vol. 42, No. 9, June 28, 2024
(1)
General Requirements for the
Continuation
of a Valid Renewable Professional
			 Educator Certificate, Type Career and Technical Certificate, Level Career and
			 Technical Certificate, Specialty Area Career and Technical Certificate, or
			 Degree Equivalent Career and Technical Certificate.
(a) To continue a certificate is to update it
			 without allowing it to expire by meeting requirements by June 30 of the year of
			 its expiration. The applicant is required to submit to the Educator
			 Certification Section the current application for this approach and it must be
			 received in the Section no later than June 30 of the calendar year of
			 expiration of the certificate. The applicant must also submit to the Section
			 documentation of having met all requirements no later than June 30 of the
			 calendar year of expiration of the certificate.
(b) Successful completion of the Alabama
			 Special Requirements in Rule
			 290-3-2-.02(4).
(c) All professional educational work
			 experience, allowable credit, and allowable professional development applied
			 toward the continuation of a certificate must be completed during the valid
			 period of the current certificate, but no later than June 30 of the calendar
			 year of expiration of the certificate.
(d) All Professional Educator Certificates
			 and renewable Career and Technical Certificates when continued are valid from
			 the date of issuance through the remainder of the same scholastic year, and
			 thereafter, for the next five consecutive scholastic years.
(e) Certificates may not be continued prior
			 to the calendar year of their expiration.
(f) If the applicant holds a Professional
			 Leadership Certificate and also holds a Professional Educator Certificate,
			 meeting requirements to continue the Professional Leadership Certificate will
			 also meet requirements to continue the Professional Educator Certificate. If
			 the applicant holds a Professional Leadership Certificate and also holds a
			 renewable Career and Technical Certificate, meeting requirements to continue
			 the Professional Leadership Certificate will also meet requirements, except for
			 the requirements prescribed in Rule 290-3-2-.29(3)(b) and (c), to continue the
			 renewable Career and Technical Certificate. Solely meeting requirements to
			 continue the Professional Educator Certificate or renewable Career and
			 Technical Certificate will not continue the Professional Leadership
			 Certificate.
(g) Requirements for
			 the continuation of a Level II Speech-Language Pathology Assistant Certificate
			 are in Rule
			 290-3-2-.30.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-2 - EDUCATOR CERTIFICATION › Section 290-3-2-.30 - Speech-Language Pathology Assistant (SLA) Certificate Approach

Current through Register Vol. 42, No. 9, June 28, 2024
(1)
Overview
			 of the SLA Certificate.
A public school superintendent may request a
			 nonrenewable Level I SLA Certificate, valid for three scholastic years, to
			 employ an applicant who has an earned bachelor's degree from a regionally
			 accredited senior institution in speech-language pathology or communication
			 sciences and disorders (with a speech-language emphasis) as a full-time
			 speech-language pathology assistant under appropriate supervision. Requirements
			 for issuance of a renewable Level II SLA Certificate, valid for five scholastic
			 years, include 12 semester hours of graduate credit in an Alabama-approved
			 Alternative Class A program in an area of special education and/or a master's
			 degree level speech-language pathology program that holds accreditation by the
			 Council on Academic Accreditation in Audiology and Speech-Language Pathology
			 (CAA).
(2)
Limitations on
			 Issuance and Proper Certification.
(a)
			 An administrator of a nonpublic school may not recommend issuance of a SLA
			 Certificate.
(b) An SLA Certificate
			 is not appropriate certification for any other assignment.
(c) A superintendent who fails to provide an
			 appropriate supervisor as required in Rule 290-3-2-.30(3)(f) forfeits the
			 opportunity to request SLA Certificates in the future.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-2 - EDUCATOR CERTIFICATION › Section 290-3-2-.31 - Speech-Language Pathology Professional Educator Certificate (SLPEC) Approach

Current through Register Vol. 42, No. 9, June 28, 2024
(1)
Overview.
An individual may seek certification in the
			 instructional support area of speech-language pathology. A SLPEC allows the
			 holder to serve only as a speech-language pathologist.
(2)
Application.
The applicant
			 is required to submit to the Educator Certification Section the current
			 application for this approach and documentation of having met all requirements
			 as prescribed in Rule 290-3-2-.31 and on the application.
(3)
Requirements.
All
			 requirements must be successfully completed prior to the date the application
			 is received in the Educator Certification Section.
(a) Successful completion of the Alabama
			 Special Requirements in Rule
			 290-3-2-.02(4).
(b) Verification on official transcript(s) of
			 all degrees earned.
(c)
			 Verification on an official transcript(s) of an earned master's or higher
			 degree from a regionally accredited senior institution.
(d) Verification, on the current application
			 for this approach, of completion of a master's degree level speech-language
			 pathology program that was accredited by the Council on Academic Accreditation
			 (CAA) of the American Speech-Language Hearing Association (ASHA) at the time of
			 program completion.
(e)
			 Verification, on the current application for this approach, of satisfactory
			 performance on the CAA-prescribed Praxis II test(s).
(f) Verification of the applicant's valid
			 speech-language pathology license or valid renewal card issued by any state's
			 board of examiners in speech pathology and audiology.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-2 - EDUCATOR CERTIFICATION › Section 290-3-2-.32 - Speech-Language Pathology Temporary Certificate (SLTC) Approach

Current through Register Vol. 42, No. 9, June 28, 2024
(1)
Overview.
A superintendent or administrator who wishes to employ
			 an individual as a speech-language pathologist may request a SLTC. This
			 certificate may be requested for an individual who does not hold a valid
			 speech-language pathology license or valid renewal card issued by any state's
			 board of examiners in speech pathology and audiology. The SLTC is not an
			 alternative certificate. A SLTC allows the holder to serve only as a
			 speech-language pathologist.
(2)
Application.
(a) The applicant
			 is required to submit to the employing superintendent or administrator the
			 current application for this approach and documentation of having met all
			 requirements as prescribed in Rule 290-3-2-.32 and on the
			 application.
(b) The superintendent
			 or administrator who wishes to employ the applicant as a speech-language
			 pathologist is required to submit to the Educator Certification Section:
1. A recommendation requesting issuance of
			 the SLTC.
2. The applicant's
			 current application and documentation of having met all requirements.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-2 - EDUCATOR CERTIFICATION › Section 290-3-2-.33 - State-Approved Program Approach

Current through Register Vol. 42, No. 9, June 28, 2024
(1)
Overview.
An individual who completes a State-approved program as
			 prescribed in the Educator Preparation Chapter of the
Alabama
			 Administrative Code
may be eligible for a Professional Educator
			 Certificate or Professional Leadership Certificate.
(2)
General Information.
(a) An individual who completes a
			 State-approved program must be recommended for certification by the
			 certification officer of the institution where the program was
			 completed.
(b) The application must
			 be received in the Educator Certification Section within 60 calendar months of
			 the date of program completion specified on the current recommendation
			 form.
(c) An individual whose
			 application is not received in the Educator Certification Section within the 60
			 calendar months must meet requirements of the most recent State-approved
			 program at the same institution or at another institution, or meet all
			 requirements of another State-approved approach.
(d) The applicant must meet all State
			 requirements for certification, including the Alabama Special Requirements in
			 Rule
			 290-3-2-.02(4),
			 in effect at the time the application is received in the Educator Certification
			 Section.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-2 - EDUCATOR CERTIFICATION › Section 290-3-2-.34 - Substitute Teacher License

Current through Register Vol. 42, No. 9, June 28, 2024
(1)
Overview.
A superintendent or administrator who wishes to employ
			 an individual as a substitute teacher may request a Substitute Teacher License.
			 An individual who holds a valid Substitute Teacher License may be employed as a
			 substitute in any Alabama public or nonpublic school.
(2)
Restriction.
A Substitute
			 Teacher License may not be used as the basis for employment as a regular,
			 full-time teacher.
(3)
Application.
(a) The applicant
			 is required to submit to the employing superintendent or administrator the
			 current application for this approach and documentation of having met all
			 requirements as prescribed in Rule 290-3-2-.34 and on the
			 application.
(b) The superintendent
			 or administrator who wishes to employ the applicant is required to submit to
			 the Educator Certification Section:
1. A
			 recommendation requesting issuance of the Substitute License.
2. The applicant's current application and
			 documentation of having met all requirements.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-2 - EDUCATOR CERTIFICATION › Section 290-3-2-.35 - Early Childhood Development Approach

Current through Register Vol. 42, No. 9, June 28, 2024
(1) Overview. An individual who has completed
			 at least a bachelor's level National Association for the Education of Young
			 Children (NAEYC) accredited program in child development for birth through age
			 four may seek an Early Childhood Development Certificate for birth through age
			 four.
(2) Application. The
			 applicant is required to submit to the Educator Certification Section the
			 current application for this approach and documentation of having met all
			 requirements as prescribed in Rule and on the application.
(3) Requirements. All requirements must be
			 successfully completed prior to the date the application is received in the
			 Educator Certification Section.
(a)
			 Successful completion of the Alabama Special Requirements in Rule
			 290-3-2-.02(4).
(b) Verification on official transcript(s) of
			 all degrees earned.
(c)
			 Verification on an official transcript(s) of an earned bachelor's degree from a
			 regionally accredited senior institution.
(d) Verification, on the current application
			 for this approach, of completion of a bachelor's level NAEYC-accredited program
			 in child development for birth through age four with a minimum grade point
			 average of least 2.75 on a 4.0 scale.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-2 - EDUCATOR CERTIFICATION › Section 290-3-2-.36 - Higher Education Transitional Certificate (HETC) Approach

Current through Register Vol. 42, No. 9, June 28, 2024
(1) Overview. An
			 individual who has experience teaching at a regionally accredited college or
			 university may seek a Letter of Eligibility for the Higher Education
			 Transitional Certificate (HETC). A superintendent who wishes to employ an
			 individual holding a valid Letter of Eligibility may request the Higher
			 Education Transitional Certificate which leads to the Professional Educator
			 Certificate.
(2) Grade Levels,
			 Teaching Fields, and Resulting Professional Educator Certificates.
(a) Letter of Eligibility, HETC, and the
			 resulting Professional Educator Certificate Grades P-12: Limited to choral or
			 instrumental music, dance, languages other than English, physical education,
			 theatre, and visual arts.
(b)
			 Letter of Eligibility, HETC and the resulting Professional Educator Certificate
			 Grades 4-8: Limited to English language arts, general science, general social
			 science, and mathematics.
(c)
			 Letter of Eligibility, HETC and the resulting Professional Educator Certificate
			 Grades 6-12: Limited to the teaching fields as listed on the current
			 application for this approach.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-2 - EDUCATOR CERTIFICATION › Section 290-3-2-.37 - Dyslexia Therapist Endorsement

Current through Register Vol. 42, No. 9, June 28, 2024
(1)
Overview.
An individual who
			 holds a valid Alabama Professional Educator Certificate in a teaching field and
			 meets the specified training and assessment requirements as prescribed in
			 290-3-2-.37(3) may apply for the Dyslexia Therapist Endorsement.
(2)
Application.
The applicant
			 is required to submit to the Educator Certification Section the current
			 application for this approach and documentation of having met all requirements
			 as prescribed in Rule 290-3-2-.37 and on the application.
(3)
Requirements.
All
			 requirements must be successfully completed prior to the date the application
			 is received in the Educator Certification Section.
(a) Successful completion of the Alabama
			 Special Requirements in Rule
			 290-3-2-.02(4).
(b) A valid Professional Educator Certificate
			 in a teaching field as prescribed in Rules
			 290-3-2-.03.
(c) Successful completion of an International
			 Multisensory Structured Language Education Council endorsed training
			 course.
(d) Verification of having
			 passed
one
of the following:
1. Academic Language Therapy Association's
			 Certified Academic Language Therapy Assessment; OR
2. International Dyslexia Association's
			 Knowledge and Practice Examination of Effective Reading Instruction.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-3 - TEACHER EDUCATION - PROFESSIONAL SERVICES › Section 290-3-3-.01.01 - Effective Dates

Current through Register Vol. 42, No. 9, June 28, 2024
(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 early childhood education, elementary education, and
			 collaborative special education teacher K-6 and 6-12; and the academic major
			 requirement for middle/secondary and P-12 programs) became effective for
			 candidates recommended for certification after June 30, 2005.
(3) Candidates seeking admission to
			 Alternative Class A programs may be able to use verification of a passing score
			 on the prescribed Praxis II subject assessment to meet the teaching field
			 requirements for admission. Additional information is provided in Rule
			 290-3-3-.44(2)(e) l. This option was adopted by the Alabama State Board of Education on April 9,
			 2009, and became effective on May 4, 2009.
(4) Effective dates for Alabama Educator
			 Certification Assessment Program requirements are provided in Rule
			 290-3-3-.01(3)(a) -(c).
Author:
Dr. Eric G. Mackey
Statutory Authority:
Code of Ala.
				  1975
, §§
										16-3-16,
				  16-23-14.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-3 - TEACHER EDUCATION - PROFESSIONAL SERVICES › Section 290-3-3-.02 - Effective Dates

Current through Register Vol. 42, No. 9, June 28, 2024
(1)
			 Unless noted elsewhere, the effective date for rules adopted in 2018 was June
			 1, 2019, for educator preparation providers (EPPs) and programs to be reviewed
			 after that date.
(2) Unless
			 specifically noted in a rule, except for Rules
			 290-3-3-.09 -.13 (effective since 05-01-2019) and Rule
			 290-3-3-.20 (effective since 12-01-2019), SUPP. NO. 21-4 rules will be effective for EPPs
			 and programs to be reviewed spring semester 2022 and thereafter, and for
			 candidates admitted to programs spring semester 2022 and thereafter.
(3) Candidates seeking admission to
			 Alternative Class A programs may be able to use verification of a passing score
			 on the prescribed Praxis subject assessment to meet the teaching field
			 requirements for admission. Additional information is provided in Rule
			 290-3-3-.42(2)(e)1. This option was adopted by the Alabama State Board of Education on April 9,
			 2009, and became effective on May 4, 2009.
(4) Effective dates for Alabama Educator
			 Certification Assessment Program requirements are provided in Rule
			 290-3-3-.01(3)(a) -(c).
Previous Rule.01.01 was renumbered.02 per certification
				  published August 31, 2021; effective October 15,
				  2021.
Author:
Dr. Eric G. Mackey
Statutory Authority:
Code of Ala.
				  1975
, §§
										16-3-16,
				  16-23-14.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-3 - TEACHER EDUCATION - PROFESSIONAL SERVICES › Section 290-3-3-.04 - Alabama Core Teaching Standards

Current through Register Vol. 42, No. 9, June 28, 2024
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 following standards modified from the Model Core Teaching
				Standards developed by the Interstate Teacher Assessment and Support Consortium
				(InTASC).
(1)
Learner
			 Development. The candidate understands how learners grow and develop,
			 recognizing that patterns of learning and development vary individually within
			 and across the cognitive, linguistic, social, emotional, and physical areas,
			 and designs and implements developmentally appropriate and challenging learning
			 experiences.
(a) The candidate
			 regularly assesses individual and group performance in order to design and
			 modify instruction to meet learners' needs in each area of development
			 (cognitive, linguistic, social, emotional, and physical) and scaffolds the next
			 level of development.
(b) The
			 candidate creates developmentally appropriate instruction that takes into
			 account individual learners' strengths, interests, and needs and that enables
			 each learner to advance and accelerate his/her learning.
(c) The candidate collaborates with families,
			 communities, colleagues, and other professionals to promote learner growth and
			 development.
(d) The candidate
			 understands how learning occurs-how learners construct knowledge, acquire
			 skills, and develop discipline thinking processes-and knows how to use
			 instructional strategies that promote student learning.
(e) The candidate understands that each
			 learner's cognitive, linguistic, social, emotional, and physical development
			 influences learning and knows how to make instructional decisions that build on
			 learners' strengths and needs.
(f)
			 The candidate identifies readiness for learning and understands how development
			 in any one area may affect performance in other areas.
(g) The candidate understands the role of
			 language and culture in learning and knows how to modify instruction to make
			 language comprehensible and instruction relevant, accessible, and
			 challenging.
(h) The candidate
			 respects learners' differing strengths and needs and is committed to using this
			 information to further each learner's development.
(i) The candidate is committed to using
			 learners' strengths as a basis for growth and their misconceptions as
			 opportunities for learning.
(j) The
			 candidate takes responsibility for promoting learners' growth and
			 development.
(k) The candidate
			 values the input and contributions of families, colleagues, and other
			 professionals in understanding and supporting each learner's
			 development.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-3 - TEACHER EDUCATION - PROFESSIONAL SERVICES › Section 290-3-3-.04.01 - Pre-Kindergarten (Pre-K) Education

Current through Register Vol. 42, No. 9, June 28, 2024
(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 within and across disciplines, which create a bridge between
			 informal and formal learning environments. The standards are consistent with
			 the standards for initial licensure programs from the National Association for
			 the Education of Young Children (NAEYC). These standards build upon the Alabama
			 Core Teaching Standards.
(2)
Program Curriculum.
In addition to meeting Rules
			 290-3-3-.02(6)(a)1. -4.,
			 290-3-3-.02(6)(e)1.(i) -(iv),
			 and 2.(i) and (v),
			 290-3-3-.03,
			 and
			 290-3-3-.04,
			 the pre-K curriculum shall require a teaching field of at least 30 semester
			 hours with at least 18 semester hours of upper-division credit, including at
			 least 18 semester hours of courses specific to child development and/or early
			 childhood education.
(a)
Promoting
			 Child Development and Learning.
Candidates prepared in early childhood programs are grounded in
				a child development knowledge base. They use their understanding of young
				children's characteristics and needs, and of multiple interacting influences on
				children's development and learning, to create environments that are healthy,
				respectful, supportive, and challenging for each child. Prior to program
				completion prospective early childhood teachers:
1. Know and understand young children's
			 characteristics and needs, from birth through age 4.
2. Know and understand the multiple
			 influences on early development and learning.
3. Use developmental knowledge to create
			 healthy, respectful, supportive, and challenging learning environments for
			 young children.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-3 - TEACHER EDUCATION - PROFESSIONAL SERVICES › Section 290-3-3-.06 - Pre-Kindergarten (Pre-K) Education

Current through Register Vol. 42, No. 9, June 28, 2024
(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 within and across disciplines, which create a bridge between
			 informal and formal learning environments. The standards are consistent with
			 the standards for initial licensure programs from the National Association for
			 the Education of Young Children (NAEYC). These standards build upon the Alabama
			 Core Teaching Standards.
(2)
Program Curriculum.
In addition to meeting Rules
			 290-3-3-.03(6)(a)1. -4.,
			 Rule
			 290-3-3-.03(6)(e)1.(i) -(iv),
			 and 2.(i) and (v), Rule
			 290-3-3-.04,
			 and Rule
			 290-3-3-.05,
			 the pre-K curriculum shall require a teaching field of at least 30 semester
			 hours with at least 18 semester hours of upper-division credit, including at
			 least 18 semester hours of courses specific to child development and/or early
			 childhood education.
(a)
Promoting Child
			 Development and Learning.
Candidates prepared in early childhood
			 programs are grounded in a child development knowledge base. They use their
			 understanding of young children's characteristics and needs, and of multiple
			 interacting influences on children's development and learning, to create
			 environments that are healthy, respectful, supportive, and challenging for each
			 child. Prior to program completion prospective early childhood teachers:
1. Know and understand young children's
			 characteristics and needs, from birth through age 4.
2. Know and understand the multiple
			 influences on early development and learning.
3. Use developmental knowledge to create
			 healthy, respectful, supportive, and challenging learning environments for
			 young children.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-3 - TEACHER EDUCATION - PROFESSIONAL SERVICES › Section 290-3-3-.07 - Early Childhood Education (Grades P-3)

Current through Register Vol. 42, No. 9, June 28, 2024
(1)
Rationale.
This rule brings
			 attention to those elements that are distinctive to the early childhood
			 education program. These elements represent the unique nature of early
			 childhood education encompassing the foundations of learning including play,
			 developmentally appropriate practices, and integration within and across
			 disciplines, which create a bridge between informal and formal learning
			 environments. The standards are consistent with the standards for initial
			 licensure programs from the National Association for the Education of Young
			 Children (NAEYC). These standards build upon the Alabama Core Teaching
			 Standards.
(2)
Program
			 Curriculum.
In addition to meeting Rules
			 290-3-3-.03(6)(a)1. -4.,
			 290-3-3-.03(6)(e)1. and 2.(i) and (vi),
			 290-3-3-.04,
			 and
			 290-3-3-.05,
			 the early childhood education curriculum shall require a teaching field of at
			 least 30 semester hours with at least 18 semester hours of upper-division
			 credit. For candidates unconditionally admitted to a program December 15, 2020,
			 and thereafter, the program shall require no less than nine semester hours of
			 reading or literacy coursework, or both, based on the science of learning to
			 read, including multisensory strategies in foundational reading skills.
(a)
Child Development and Learning in
			 Context.
1. Candidates demonstrate they
			 understand:
(i) The developmental period of
			 early childhood from birth through age 8 across physical, cognitive, social and
			 emotional, and linguistic domains, including bilingual/ multilingual
			 developmental domains.
(ii) Each
			 child's value as an individual with unique developmental variations,
			 experiences, strengths, interests, abilities, challenges, approaches to
			 learning, and with the capacity to make choices.
(iii) The ways that child development and the
			 learning process occur within relationships and within multiple contexts,
			 including family, culture, language, community, and early learning settings, as
			 well as in a larger societal context that includes structural
			 inequities.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-3 - TEACHER EDUCATION - PROFESSIONAL SERVICES › Section 290-3-3-.07.01 - Middle-Level English Language Arts (Grades 4-8)

Current through Register Vol. 42, No. 9, June 28, 2024
(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 Teaching Standards and are guided by
			 tenents of the Association for Middle Level Education.
(2)
Program Curriculum.
In
			 addition to meeting Rules
			 290-3-3-.02(6)
			 (a)1. -4.,
			 290-3-3-.02(6)
			 (e) 1. and 2 . (i) - (iii),
			 290-3-3-.03,
			 290-3-3-.04, and
			 290-3-3-.07(1)
			 (a)1. and (2), the program shall prepare
			 prospective middle-level English language arts teachers who demonstrate
			 knowledge of reading; language use and vocabulary; writing, speaking,
			 listening; visual literacy; and English language arts instruction.
(a)
Reading.
Prior to program
			 completion, prospective teachers will demonstrate:
1. General knowledge of :
(i) Major works, authors, and contexts of
			 United States, British, and World literature appropriate for
			 adolescents.
(ii) Defining
			 characteristics of literary genres (e.g., poetry, literary nonfiction,
			 drama).
(iii) Defining
			 characteristics of major subgenres (e.g., sonnet, historical fiction,
			 functional text).
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-3 - TEACHER EDUCATION - PROFESSIONAL SERVICES › Section 290-3-3-.07.02 - Middle-Level Mathematics (Grades 4-8)

Current through Register Vol. 42, No. 9, June 28, 2024
(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 for Middle Level Education.
(2)
Program Curriculum.
In
			 addition to meeting Rules
			 290-3-3-.02(6)
			 (a)1. -4.,
			 290-3-3-.02(6)
			 (e) 1. and 2 . (i) - (iii),
			 290-3-3-.03,
			 290-3-3-.04,
			 and
			 290-3-3-.07(1)
			 (a)1. and (2), the program shall prepare
			 prospective middle-level mathematics teachers who demonstrate knowledge of the
			 number system, expressions and equations, geometry, measurement and data,
			 proportional relationships, and statistics and probability.
(a)
Number System.
Prior to
			 program completion, prospective teachers demonstrate knowledge of:
1. How to develop fluency with efficient
			 procedures for operations on the real number system.
2. How to create models for operations of the
			 real number system.
3. Operations
			 and properties of the real number system to solve problems.
4. How to develop and use the meaning of unit
			 fractions in the operations of fractions.
5. Relationships among fractions, decimals,
			 and percent.
6. How to solve
			 application problems with fractions, decimals, percentages, and
			 proportions.
7. Numbers that are
			 not rational, and how to approximate them by rational numbers.
8. How to use basic concepts of number theory
			 (e.g., divisibility, prime factorization, multiples) to solve
			 problems.
9. A variety of
			 strategies to determine the reasonableness of results.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-3 - TEACHER EDUCATION - PROFESSIONAL SERVICES › Section 290-3-3-.07.03 - Middle-Level General Science (Grades 4-8)

Current through Register Vol. 42, No. 9, June 28, 2024
(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 Middle Level Education.
(2)
Program Curriculum.
In
			 addition to meeting Rules
			 290-3-3-.02(6)
			 (a) 1.-4.,
			 290-3-3-.02(6)
			 (e)1. and 2.(i) - (iii),
			 290-3-3-.03,
			 290-3-3-.04,
			 and
			 290-3-3-.07(1)
			 (a) 1. and (2), the program shall prepare
			 prospective middle-level general science teachers who demonstrate knowledge of
			 scientific and engineering practices; the crosscutting concepts of science; the
			 disciplinary core ideas of physical sciences, life sciences, and Earth and
			 space sciences; engineering, technology, and applications of science; the
			 history and nature of science; and science safety.
(a)
Scientific and Engineering
			 Practices.
Prior to program completion, prospective teachers demonstrate
			 ability to:
1. Ask questions (science) and
			 define problems (engineering)/
2.
			 Develop and use models.
3. Plan and
			 carry out investigations.
4.
			 Analyze and interpret data.
5. Use
			 mathematics and computational thinking.
6. Construct explanations (science) and
			 design solutions (engineering).
7.
			 Obtain, evaluate, and communicate information.
8. Engage in argument based on
			 evidence.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-3 - TEACHER EDUCATION - PROFESSIONAL SERVICES › Section 290-3-3-.07.04 - Middle-Level General Social Studies (Grades 4-8)

Current through Register Vol. 42, No. 9, June 28, 2024
(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 the Association for Middle
			 Level Education.
(2)
Program
			 Curriculum.
In addition to meeting Rules
			 290-3-3-.02(6)
			 (a)1. -4.,
			 290-3-3-.02(6)
			 (e)1. and 2. (i) - (iii),
			 290-3-3-.03,
			 290-3-3-.04,
			 and
			 290-3-3-.07(1)(a)1.
			 and (2), the program shall prepare prospective middle-level general social
			 studies teachers who demonstrate knowledge of United States, Alabama and world
			 history; government/civics; geography; economics; and social/behavior sciences.
			 Prior to program completion prospective teachers demonstrate knowledge of:
(a)
United States and Alabama
			 History.
1. Chronological developments
			 in United States and Alabama history.
2. Major themes in United States and Alabama
			 history.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-3 - TEACHER EDUCATION - PROFESSIONAL SERVICES › Section 290-3-3-.10 - Middle-Level English Language Arts (Grades 4-8)

Current through Register Vol. 42, No. 9, June 28, 2024
(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 Teaching Standards and are guided by
			 tenets of the Association for Middle Level Education.
(2)
Program Curriculum.
In
			 addition to meeting Rules
			 290-3-3-.03(6)(a)1. -4.,
			 290-3-3-.03(6)(e)1. and 2.(i)-(ii),
			 290-3-3-.04,
			 290-3-3-.05,
			 and
			 290-3-3-.09(1),
			 the program shall prepare prospective middle-level English language arts
			 teachers who demonstrate knowledge of reading; language use and vocabulary;
			 writing, speaking, listening; visual literacy; and English language arts
			 instruction.
(a)
Reading.
Prior
			 to program completion, prospective teachers will demonstrate:
1. General knowledge of:
(i) Major works, authors, and contexts of
			 United States, British, and World literature appropriate for
			 adolescents.
(ii) Defining
			 characteristics of literary genres (e.g., poetry, literary nonfiction,
			 drama).
(iii) Defining
			 characteristics of major subgenres (e.g., sonnet, historical fiction,
			 functional text).
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-3 - TEACHER EDUCATION - PROFESSIONAL SERVICES › Section 290-3-3-.12 - Middle-Level General Science (Grades 4-8)

Current through Register Vol. 42, No. 9, June 28, 2024
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 Middle Level Education.
Program Curriculum.
In addition to meeting Rules
				290-3-3-.03(6)(a)1. -4.,
				290-3-.03(6)(e)1. and 2.(i)-(ii),
				290-3-3-.04,
				290-3-3-.05,
				and
				290-3-3-.09(1),
				the program shall prepare prospective middle-level general science teachers who
				demonstrate knowledge of scientific and engineering practices; the crosscutting
				concepts of science; the disciplinary core ideas of physical sciences, life
				sciences, and Earth and space sciences; engineering, technology, and
				applications of science; the history and nature of science; and science
				safety.
(a)
Content
			 Knowledge.
Effective teachers of science understand and articulate the
			 knowledge and practices of contemporary science and engineering. They connect
			 important disciplinary core ideas, crosscutting concepts, and science and
			 engineering practices to include knowledge of physical sciences, life sciences,
			 and Earth and space sciences to be taught according to the
Alabama
			 Course of Study: Science
. Candidates will:
1. Use and apply the major concepts,
			 principles, theories, laws, and interrelationships of general science and
			 supporting fields.
2. Explain the
			 nature of science and the cultural norms and values inherent to the current and
			 historical development of scientific knowledge.
3. Demonstrate knowledge of crosscutting
			 concepts, disciplinary core ideas, practices of science and engineering, the
			 supporting role of science-specific technologies, and contributions of diverse
			 populations to science.
4.
			 Demonstrate knowledge of how to implement science standards, learning
			 progressions, and sequencing of science content for teaching their middle-level
			 students.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-3 - TEACHER EDUCATION - PROFESSIONAL SERVICES › Section 290-3-3-.12.01 - Health Education (6-12) And Physical Education (P-12)

Current through Register Vol. 42, No. 9, June 28, 2024
(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 implement a quality
			 health education and physical education program that develops skillful movers
			 who value lifelong health and well-being. These standards are aligned with the
			 standards for the preparation of teachers of health education and physical
			 education from SHAPE America (Society of Health and Physical Education),
			 formerly known as the American Alliance for Health, Physical Education,
			 Recreation and Dance (AAHPERD). These standards are aligned with the
Alabama Courses of Study for Health Education and Physical
Education
and build upon the Alabama Core Teaching Standards.
			 NOTE that options are provided for separate programs in health education (Rule
			 290-3-3.12) and physical education (Rule
			 290-3-3-.33).
(2)
Program
			 Curriculum.
In addition to meeting Rules
			 290-3-3-.02(6)
			 (a)1. -4.,
			 290-3-3-.02(6)
			 (e) 1. and 2.(i), (iii) and (iv),
			 290-3-3-.03,
			 290-3-3-.04,
			 290-3-3-.08,
			 and
			 290-3-3-.30,
			 the teaching field shall require an academic major that includes a minimum of
			 32 semester hours of credit with at least 19 semester hours of upper-division
			 credit but does not require a major in Arts and Sciences.
(3)
Health Education.
(a)
Content Knowledge.
Candidates demonstrate the knowledge and skills of a health literate educator.
1. Candidates describe the theoretical
			 foundations of health behavior and principles of learning.
2. Candidates describe the National Health
			 Education Standards.
3. Candidates
			 describe practices that promote health or safety.
4. Candidates describe behaviors that might
			 compromise health or safety.
5.
			 Candidates describe disease etiology and prevention practices.
6. Candidates demonstrate the health literacy
			 skills of an informed consumer of health products and services.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-3 - TEACHER EDUCATION - PROFESSIONAL SERVICES › Section 290-3-3-.13 - Middle-Level General Social Studies (Grades 4-8)

Current through Register Vol. 42, No. 9, June 28, 2024
(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 tenets of the Association for Middle Level
			 Education.
(2)
Program
			 Curriculum.
In addition to meeting Rules
			 290-3-3-.03(6)(a)1. -4.,
			 290-3-3-.03(6)(e)1. and 2. (i) -(ii),
			 290-3-3-.04,
			 290-3-3-.05,
			 and
			 290-3-3-.09(1),
			 the program shall prepare prospective middle-level general social studies
			 teachers who demonstrate knowledge of United States, Alabama and world history;
			 government/civics; geography; economics; and social/behavior sciences. Prior to
			 program completion prospective teachers demonstrate knowledge of:
(a)
United States and Alabama
			 History.
1. Chronological developments
			 in United States and Alabama history.
2. Major themes in United States and Alabama
			 history.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-3 - TEACHER EDUCATION - PROFESSIONAL SERVICES › Section 290-3-3-.14 - Secondary Teaching Fields (Grades 6-12)

Current through Register Vol. 42, No. 9, June 28, 2024
(1)
Options.
In addition to
			 meeting the standards in Rules
			 290-3-3-.03(6)(a)1. -4.,
			 290-3-3-.03(6)(e)1.(i) -(iii)
			 and 2.(i)-(iii),
			 290-3-3-.04,
			 and
			 290-3-3-.05,
			 there are three options for the preparation of secondary teachers:
(a)
A comprehensive teaching
			 field
in English language arts, general science, or general social
			 studies that includes both:
1. An academic
			 major of at least 30 semester hours of credit with at least 18 semester hours
			 of upper-division credit. See Rule
			 290-3-3-.01(2).
2. At least one course in each of the
			 specified areas included in the comprehensive teaching field. Coursework in
			 other areas of the comprehensive teaching field may also be included.
			 Additional information is provided in Rules
			 290-3-3-.03(6)(c)1.(i),
			 290-3-3-.21(2),
			 290-3-3-.22(2),
			 and
			 290-3-3-.28(2).
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-3 - TEACHER EDUCATION - PROFESSIONAL SERVICES › Section 290-3-3-.15 - Career And Technical Education General Rules For All Teaching Fields (Grades 6-12)

Current through Register Vol. 42, No. 9, June 28, 2024
(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 applicable to all
			 four of those teaching fields.
(2)
Program Curriculum.
In addition to meeting Rules
			 290-3-3-.03(6)(a)1. -4.,
			 290-3-3-.03(6)(e)1.(i) -(iii)
			 and 2.(i)-(iii),
			 290-3-3-.04,
			 290-3-3-.05,
			 and Rule
			 290-3-3-.14,
			 programs to prepare the prospective career and technical education teacher
			 shall meet one of the target career and technical rules (Rules
			 290-3-3-.16 -.19) and
			 require a teaching field with a minimum of 30 semester hours of credit with at
			 least 18 semester hours of upper-division credit. Prior to program completion,
			 the prospective teacher of career and technical education shall demonstrate:
(a)
Content Knowledge and
			 Skills.
1. Candidates have a depth and
			 breadth of knowledge and skills appropriate to the specific teaching field, as
			 further detailed in the rules for each program leading to a Class B
			 Professional Educator Certificate in Career and Technical Education.
2. Candidates operate a computer and
			 effectively use the Internet and software, including word processing and
			 spreadsheet programs, for instructional and management purposes.