Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-3 - TEACHER EDUCATION - PROFESSIONAL SERVICES › Section 290-3-3-.03 - College And University Requirements

Current through Register Vol. 42, No. 9, June 28, 2024
To offer approved educator preparation programs, institutions
				shall be accredited by the Southern Association of Colleges and Schools (SACS)
				at the level of program(s) to be provided. To provide a Class AA program in a
				secondary or P-12 teaching field an institution shall offer sufficient
				education specialist degree level courses in that discipline to meet the
				requirements of Rule 290-3-3-.03(6)(a)5. If an institution loses regional
				accreditation at one or more levels, the educator preparation provider (EPP)
				must adhere to the teach-out plan negotiated between SACS and the institution.
				At a minimum, the EPP must notify candidates individually and in writing. Rule
				290-3-3-.02(1) -(5) is applicable to Class B and Alternative Class A programs
				leading to initial certification. Rule 290-3-3-.44(4)(a) -(e) is applicable to
				programs leading to advanced certification.
(1)
Content and Pedagogical
			 Knowledge
. The provider ensures that candidates develop an understanding
			 of the critical concepts and principles of their discipline and facilitates
			 candidates' reflections of their personal biases to increase their
			 understanding and practice of equity, diversity, and inclusion. The provider is
			 intentional in the development of their curriculum and clinical experiences for
			 candidates to demonstrate their ability to effectively work with diverse P-12
			 students and their families.
(a)
The
			 Learner and Learning
. The provider ensures candidates are able to apply
			 their knowledge of the learner and learning at the appropriate progression
			 levels. Evidence provided should demonstrate that candidates are able to apply
			 critical concepts and principles of learner development (InTASC Standard 1),
			 learning differences (InTASC Standard 2), and creating safe and supportive
			 learning environments (InTASC Standard 3) in order to work effectively with
			 diverse P-12 students and their families.
(b)
Content
. The provider
			 ensures candidates are able to apply their knowledge of content at the
			 appropriate progression levels. Evidence provided demonstrates candidates know
			 central concepts of their content area (InTASC Standard 4) and are able to
			 apply the content in developing equitable and inclusive learning experiences
			 (InTASC Standard 5) for diverse P-12 students. Providers ensure that candidates
			 apply content and pedagogical knowledge as reflected in outcome assessments in
			 response to Alabama courses of study and program approval standards and, if
			 they choose to do so, standards of Specialized Professional Associations
			 (SPAs), the National Board for Professional Teaching Standards (NBPTS), or
			 other accrediting bodies (e.g., National Association of Schools of Music -
			 NASM).
(c)
Instructional
			 Practice
. The provider ensures that candidates are able to apply their
			 knowledge of InTASC standards relating to instructional practice at the
			 appropriate progression levels. Evidence demonstrates how candidates are able
			 to assess (InTASC Standard 6), plan for instruction (InTASC Standard 7), and
			 utilize a variety of instructional strategies (InTASC Standard 8) to provide
			 equitable and inclusive learning experiences for diverse P-12 students.
			 Providers ensure candidates model and apply national or state approved
			 technology standards to engage and improve learning for all students.
(d)
Professional Responsibility
.
			 The provider ensures candidates are able to apply their knowledge of
			 professional responsibility at the appropriate progression levels. Evidence
			 provided should demonstrate candidates engage in professional learning, act
			 ethically (InTASC Standard 9), take responsibility for student learning, and
			 collaborate with others (InTASC Standard 10) to work effectively with diverse
			 P-12 students and their families.