reglab/statecodes huggingface dataset:
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-3 - TEACHER EDUCATION - PROFESSIONAL SERVICES › Section 290-3-3-.16 - Agriscience Education (Grades 6-12)

Current through Register Vol. 42, No. 9, June 28, 2024
(1)
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,
			 290-3-3-.14,
			 and
			 290-3-3-.15, the
			 teaching field shall require a minimum of 30 semester hours of credit with at
			 least 18 semester hours of upper-division credit.
(2)
Curriculum.
Prior to program
			 completion, the prospective teacher of agriscience education shall demonstrate:
(a)
Content Knowledge and
			 Skills.
1.
Soils
.
(i) Candidates
			 differentiate between soil types and soil profiles.
(ii) Candidates interpret a soil analysis and
			 make recommendations for soil improvements.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-3 - TEACHER EDUCATION - PROFESSIONAL SERVICES › Section 290-3-3-.18 - Family And Consumer Sciences Education (Grades 6-12)

Current through Register Vol. 42, No. 9, June 28, 2024
(1)
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,
			 290-3-3-.14,
			 and
			 290-3-3-.15, the
			 teaching field shall require a minimum of 30 semester hours of credit with at
			 least 18 semester hours of upper-division credit.
(a)
Family Studies and Community
			 Services.
1. Candidates are familiar
			 with family structures, family stages, family functions and factors affecting
			 family relationships.
2. Candidates
			 evaluate conditions affecting individuals and families with a variety of
			 disadvantaging conditions and services available to address their needs and
			 conditions.
3. Candidates are aware
			 of how to interpret and transcribe data and communicate with clients using
			 counseling and mental health practices.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-3 - TEACHER EDUCATION - PROFESSIONAL SERVICES › Section 290-3-3-.19 - Technical Education (Grades 6-12)

Current through Register Vol. 42, No. 9, June 28, 2024
(1)
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,
			 290-3-3-.14,
			 and
			 290-3-3-.15, the
			 teaching field shall require a minimum of 30 semester hours of credit with at
			 least 18 semester hours of upper-division credit.
(a)
Content Knowledge and
			 Skills.
Candidates demonstrate occupational competency in a
			 technical-related setting.
(b)
Educating for the Workplace.
Candidates construct learning
			 experiences that integrate instruction with work-based learning.
(c)
Learning Environments.
1. Candidates demonstrate occupational safety
			 and health procedures applicable to the technical area, including attention to
			 workplace hazards, material safety data sheets, and safety codes.
2. Candidates inspect and maintain tools and
			 equipment related to their occupational setting to promote safe use.
(d)
Career and Technical
			 Programs.
Candidates are familiar with national accrediting bodies
			 appropriate to the technical area (e.g., Automotive Service Excellence [ASE];
			 National Center for Construction Education and Research [NCCER], the Graphic
			 Arts Education and Research Foundation [GAERF], etc.).
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-3 - TEACHER EDUCATION - PROFESSIONAL SERVICES › Section 290-3-3-.20 - Computer Science (Grades 6-12)

Current through Register Vol. 42, No. 9, June 28, 2024
(1)
Rationale.
Standards for
			 teacher candidates in computer science education are informed by and aligned
			 with the Alabama Course of Study for Digital Literacy and Computer Science
			 (2018) and standards from the Computer Science Teachers Association (CSTA,
			 2017), and other reputable sources.
(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
			 290-3-3-.14,
			 the teaching field shall require an academic major of at least 30 semester
			 hours of credit with at least 18 semester hours of upper-division credit.
			 Additional information is provided in the definition for academic major in Rule
			 290-3-3-.01(2).
(a)
Knowledge.
Prior to program
			 completion, prospective teachers of computer science shall demonstrate
			 knowledge sufficient to teach content related to:
1.
Impacts of
			 Computing
.
(i) Impact of,
			 obstacles to, and effects of computing.
(ii) Issues regarding intellectual property,
			 ethics (e.g., concerns related to artificial intelligence and machine learning
			 capabilities that may affect society), privacy, and security in
			 computing.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-3 - TEACHER EDUCATION - PROFESSIONAL SERVICES › Section 290-3-3-.21 - English Language Arts (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 educator preparation programs that will
			 promote the development of literacy among all grade 6-12 students in Alabama.
			 The standards are consistent with the National Council of Teachers of English
			 Standards for the Initial Preparation of Secondary English Language Arts
			 Teachers and the
Alabama Course of Study: English Language
			 Arts
. The 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.(i) -(iii)
			 and 2.(i)-(iii),
			 290-3-3-.04,
			 290-3-3-.05,
			 and 290-3-3.14, the teaching field shall require an academic major that
			 includes a minimum of 30 semester hours of credit with at least 18 semester
			 hours of upper-division credit. Additional information is provided in the
			 definition for academic major in Rule
			 290-3-3-.01(2).
			 At a minimum, coursework must include literature, grammar, reading skills,
			 writing, speech, drama/theatre, and print or broadcast journalism, and may
			 include coursework in other areas within English language arts.
(a)
Content Knowledge.
1. Candidates demonstrate knowledge of the
			 English language arts subject matter content that specifically includes
			 literature and multimedia texts as well as knowledge of the nature of
			 adolescents as readers.
(i) Candidates are
			 knowledgeable about texts-print and non-print texts, media texts, classic texts
			 and contemporary texts, including young adult-that represent a range of world
			 literatures, historical traditions, genres, and the experience of different
			 genders, ethnicities, and social classes; they use literary theories to
			 interpret and critique a range of texts.
(ii) Candidates are knowledgeable about how
			 adolescents read texts and make meaning through interaction with media
			 environments.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-3 - TEACHER EDUCATION - PROFESSIONAL SERVICES › Section 290-3-3-.22 - General Social Studies (Grades 6-12)

Current through Register Vol. 42, No. 9, June 28, 2024
(1)
Rationale.
These standards
			 reflect the goal of the
Alabama Course of Studies: Social
			 Studies
to develop responsible citizens and the belief of the National
			 Council for the Social Studies that social studies educators teach students the
			 content knowledge, intellectual skills, and civic valued necessary for
			 fulfilling the duties of citizenship in a participatory democracy. The
			 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.(i) -(iii)
			 and 2.(i)-(iii),
			 290-3-3-.04,
			 290-3-3-.05,
			 and 290-2-2-.14, the teaching field shall require an academic major in
			 economics, geography, history, political science/civics, or social studies that
			 includes a minimum of 30 semester hours of credit with at least 18 semester
			 hours of upper-division credit. Additional information is provided in the
			 definition for academic major in Rule
			 290-3-3-.01(2).
			 At a minimum, coursework must include economics, geography, history, political
			 science/civics, the social/behavioral sciences, and may include coursework in
			 other areas of the social studies.
(a)
Content Knowledge.
Prior to program completion, candidates
			 demonstrate knowledge of social studies disciplines and are knowledgeable of
			 disciplinary concepts, facts, and tools; structures of inquiry; and forms of
			 representation. Specifically, candidates demonstrate knowledge about:
1. The concepts, facts, and tools in civics,
			 economics, geography, history, and the social/behavioral sciences.
2. Disciplinary inquiry in civics, economics,
			 geography, history, and the social/behavioral sciences.
3. Disciplinary forms of representation in
			 civics, economics, geography, history, and the social/behavioral
			 sciences.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-3 - TEACHER EDUCATION - PROFESSIONAL SERVICES › Section 290-3-3-.23 - Health Education (Grades 6-12)

Current through Register Vol. 42, No. 9, June 28, 2024
(1)
Rationale.
A health
			 education teacher is an effective communicator, a responsible citizen, a
			 self-directed lifelong learner, and a critical thinker who implements the goals
			 and objectives of the
Alabama Course of Study: Health
			 Education
. These standards are aligned with the standards adopted in
			 2019 by the Society for Public Health Education (SOPHE). The standards build
			 upon the Alabama Core Teaching Standards. An option to combine health education
			 and physical education is provided in Rule
			 290-3-3-.24.
(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
			 290-3-3-.14,
			 the teaching field shall require an academic major that includes a minimum of
			 30 semester hours of credit with at least 18 semester hours of upper-division
			 credit.
(a)
Content Knowledge.
Candidates possess functional health education knowledge about effective
			 curricula, health behavior theories, health education standards, the whole
			 child approach, risk and protective factors, ways to prevent chronic and
			 communicable diseases, and the multidimensionality of health plus the literacy
			 skills of an informed consumer that helps them create meaningful learning
			 experiences.
1. Candidates describe
			 characteristics of effective health education curricula, including the
			 theoretical foundations of health behavior.
2. Candidates use the National Health
			 Education Standards and the
Alabama Course of Study: Health
			 Education
as a framework for health education curriculum and identify
			 how health education fits into a systemic approach that addresses the whole
			 child.
3. Candidates describe
			 factors that promote or compromise health or safety, including social
			 determinants such as race, ethnicity, socio-economic status, and family
			 life.
4. Candidates explain illness
			 and disease etiology and prevention practices that enhance student
			 health.
5. Candidates describe and
			 provide examples of 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-.24 - Health Education (Grades 6-12) And Physical Education (Grades 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 adopted in 2019
			 by the Society for Public Health Education (SOPHE) and the physical education
			 standards 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 Course of Study: Health Education
and the
Alabama Course of Study: 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-.23)
			 and physical education (Rule
			 290-3-3-.36).
(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) and (iii),
			 290-3-3-.04,
			 290-3-3-.05,
			 290-3-3-.14,
			 and
			 290-3-3-.33,
			 the teaching field shall require an academic major that includes a minimum of
			 30 semester hours of credit with at least 18 semester hours of upper-division
			 credit
(3)
Health
			 Education.
(a)
Content
			 Knowledge.
Candidates possess functional health education knowledge
			 about effective curricula, health behavior theories, health education
			 standards, the whole child approach, risk and protective factors, ways to
			 prevent chronic and communicable diseases, and the multidimensionality of
			 health plus the literacy skills of an informed consumer that helps them create
			 meaningful learning experiences.
1. Candidates
			 describe characteristics of effective health education curricula, including the
			 theoretical foundations of health behavior.
2. Candidates use the National Health
			 Education Standards and the
Alabama Course of Study: Health
			 Education
as a framework for health education curriculum and identify
			 how health education fits into a systemic approach that addresses the whole
			 child.
3. Candidates describe
			 factors that promote or compromise health or safety, including social
			 determinants such as race, ethnicity, socio-economic status, and family
			 life.
4. Candidates explain illness
			 and disease etiology and prevention practices that enhance student
			 health.
5. Candidates describe and
			 provide examples of 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-.25 - History (Grades 6-12)

Current through Register Vol. 42, No. 9, June 28, 2024
(1)
Rationale.
These standards reflect goal of the
Alabama
			 Course of Study: Social Studies
to develop responsible citizens and
			 the belief of the National Council for the Social Studies that social studies
			 educators teach students the content knowledge, intellectual skills, and civic
			 values necessary for fulfilling the duties of citizenship in a participatory
			 democracy. The 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.(i) -(iii)
			 and 2.(i)-(iii),
			 290-3-3-.04,
			 290-3-3-.05,
			 and 290-2-2-.14, the teaching field shall require an academic major that
			 includes a minimum of 30 semester hours of credit with at least 18 semester
			 hours of upper-division credit. Additional information is provided in the
			 definition for academic major in Rule
			 290-3-3-.01(2).
(a)
Content knowledge.
Prior to
			 program completion, prospective teachers of history shall demonstrate knowledge
			 of:
1. World, non-western, United States, and
			 Alabama history; disciplinary concepts, facts, and tools; structures of
			 inquiry; and forms of representation.
2. The concepts, facts, and tools in
			 history.
3. Disciplinary inquiry in
			 history.
4. Disciplinary forms of
			 representation in history.
5. The
			 inter-relationship of history to other social studies including, but not
			 limited to civics, economics, and geography.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-3 - TEACHER EDUCATION - PROFESSIONAL SERVICES › Section 290-3-3-.27 - Science 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
			 educator preparation programs that will lead to the development of scientific
			 literacy among all Grade 6-12 students in Alabama. The standards include
			 process and application skills which are embedded within the three domains of
			 science. The standards correlate the
Alabama Course of Study:
			 Science
, the National Science Education Standards from the National
			 Research Council, and the teacher preparation standards of the National Science
			 Teaching Association (NSTA) and the Association for Science Teacher Education
			 (ASTE). The 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(e)1.(i) -(iii)
			 and 2.(i)-(iii),
			 290-3-3-.04,
			 290-3-3-.05,
			 and
			 290-3-3-.14,
			 programs to prepare the prospective science teacher for certification in
			 general science, biology, chemistry, or physics shall meet the rules for the
			 specific teaching field (Rules
			 290-3-3-.28 -.31).
(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 for their teaching field. Candidates will:
1. Use and apply the major concepts,
			 principles, theories, laws, and interrelationships of their teaching field 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 Grades 6-12
			 students.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-3 - TEACHER EDUCATION - PROFESSIONAL SERVICES › Section 290-3-3-.28 - General Science (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 educator preparation programs that will
			 lead to the development of scientific literacy among all Grade 6-12 students in
			 Alabama. The standards include process and application skills and correlate the
Alabama Course of Study: Science
, the National Science
			 Education Standards from the National Research Council, and the teacher
			 preparation standards of the National Science Teachers Association. The
			 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.(i) -(iii)
			 and 2. (i)-(iii),
			 290-3-3-.04,
			 290-3-3-.05,
			 and
			 290-3-3-.14,
			 and
			 290-3-3-.27,
			 the general science program shall require an academic major that includes a
			 minimum of 30 semester hours of credit with at least 18 semester hours of
			 upper-division credit. Additional information is provided in the definition for
			 academic major in Rule
			 290-3-3-.01(2).
			 At a minimum, coursework must include biology, chemistry, Earth and space
			 science, and physics, and may include coursework in other areas of science.
(a)
Competency Requirements for All
			 Science Teachers.
Candidates in general science demonstrate knowledge
			 of:
1. Multiple ways to organize perceptions
			 of the world and how systems organize the study and knowledge of
			 science.
2. Nature of scientific
			 evidence and the use of models for explanation.
3. Measurement as a way of knowing and
			 organizing observations of constancy and change.
4. Development of natural systems and factors
			 that result in change over time or equilibrium.
5. Interrelationships of form, function, and
			 behaviors in living and nonliving systems.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-3 - TEACHER EDUCATION - PROFESSIONAL SERVICES › Section 290-3-3-.29 - Biology (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
			 educator preparation programs that will lead to the development of scientific
			 literacy among all Grade 6-12 students in Alabama. The standards include
			 process and application skills and correlate the
Alabama Course of
			 Study: Science
, the National Science Education Standards from the
			 National Research Council, and the teacher preparation standards of the
			 National Science Teachers Association. The 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.(i) -(iii)
			 and 2.(i)-(iii),
			 290-3-3-.04,
			 290-3-3-.05,
			 and
			 290-3-3-.14,
			 and
			 290-3-3-.27,
			 the biology program shall require an academic major of at least 30 semester
			 hours of credit with at least 18 semester hours of upper-division credit.
			 Additional information is provided in the definition for academic major in Rule
			 290-3-3-.01(2).
(a)
Competency Requirements for All
			 Science Teachers.
Candidates in biology demonstrate knowledge of:
1. Multiple ways to organize perceptions of
			 the world and how systems organize the studies and knowledge of
			 science.
2. Nature of scientific
			 evidence and the use of models for explanation.
3. Measurement as a way of knowing and
			 organizing observations of constancy and change.
4. Development of natural systems and factors
			 that result in change over time or equilibrium.
5. Interrelationships of form, function, and
			 behaviors in living and nonliving systems.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-3 - TEACHER EDUCATION - PROFESSIONAL SERVICES › Section 290-3-3-.30 - Chemistry (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
			 educator preparation programs that will lead to the development of scientific
			 literacy among all Grade 6-12 students in Alabama. The standards include
			 process and application skills and correlate the
Alabama Course of
			 Study: Science
, the National Science Education Standards from the
			 National Research Council, and the teacher preparation standards of the
			 National Science Teachers Association. The 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.(i) -(iii)
			 and 2.(i)-(iii),
			 290-3-3-.04,
			 290-3-3-.05,
			 and
			 290-3-3-.14,
			 and
			 290-3-3-.27,
			 the chemistry program shall require an academic major of at least 30 semester
			 hours of credit with at least 18 semester hours of upper-division credit.
			 Additional information is provided in the definition for academic major in Rule
			 290-3-3-.01(2).
(a)
Competency Requirements for All
			 Science Teachers.
Candidates in chemistry demonstrate knowledge of:
1. Multiple ways to organize perceptions of
			 the world and how systems organize the studies and knowledge of
			 science.
2. Nature of scientific
			 evidence and the use of models for explanation.
3. Measurement as a way of knowing and
			 organizing observations of constancy and change.
4. Development of natural systems and factors
			 that result in change over time or equilibrium.
5. Interrelationships of form, function, and
			 behaviors in living and nonliving systems.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-3 - TEACHER EDUCATION - PROFESSIONAL SERVICES › Section 290-3-3-.31 - Physics (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
			 educator preparation programs that will lead to the development of scientific
			 literacy among all Grade 6-12 students in Alabama. The standards include
			 process and application skills and correlate the
Alabama Course of
			 Study: Science
, the National Science Education Standards from the
			 National Research Council, and the teacher preparation standards of the
			 National Science Teachers Association. The 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.(i) -(iii)
			 and 2.(i)-(iii),
			 290-3-3-.04,
			 290-3-3-.05,
			 and
			 290-3-3-.14,
			 and
			 290-3-3-.27,
			 the physics program shall require an academic major of at least 30 semester
			 hours of credit with at least 18 semester hours of upper-division credit.
			 Additional information is provided in the definition for academic major in Rule
			 290-3-3-.01(2).
(a)
Competency Requirements for All
			 Science Teachers.
Candidates in physics demonstrate knowledge of:
1. Multiple ways to organize perceptions of
			 the world and how systems organize the studies and knowledge of
			 science.
2. Nature of scientific
			 evidence and the use of models for explanation.
3. Measurement as a way of knowing and
			 organizing observations of constancy and change.
4. Development of natural systems and factors
			 that result in change over time or equilibrium.
5. Interrelationships of form, function, and
			 behaviors in living and nonliving systems.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-3 - TEACHER EDUCATION - PROFESSIONAL SERVICES › Section 290-3-3-.31.02 - Languages Other Than English.

Current through Register Vol. 42, No. 9, June 28, 2024
(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 semester hours of upper-division credit in a
			 single language other than English. Additional information is provided in the
			 definition for academic major in Rule
			 290-3-3-.01(2).
(b) P-12 programs for languages
			 other than English must meet the standards for secondary programs for languages
			 other than English in Rule
			 290-3-3-.11(2) (a)
			 through (f).
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-3 - TEACHER EDUCATION - PROFESSIONAL SERVICES › Section 290-3-3-.32 - World Languages (Grades 6-12)

Current through Register Vol. 42, No. 9, June 28, 2024
(1)
Rationale.
The main goals of
			 these standards are to ensure that candidates develop communicative language
			 competence and an awareness of the cultural practices, perspectives, and
			 products of the target culture; use Alabama and national standards to design
			 instruction and assessments based on language acquisition theories; and take
			 advantage of professional development opportunities such as involvement in
			 professional organizations, travel and study opportunities, and the advocacy
			 for learning world languages. The standards were developed using the American
			 Council on the Teaching of Foreign Languages (ACTFL) Program Standards for the
			 Preparation of Foreign Language Teachers and the current
Alabama Course
			 of Study: World Languages
. 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.(i) -(iii)
			 and 2.(i)-(iii),
			 290-3-3-.04,
			 290-3-3-.05,
			 and
			 290-3-3-.14,
			 the teaching field shall require an academic major of at least 30 semester
			 hours of credit with at least 18 semester hours of upper-division credit in a
			 single language other than English. Additional information is provided in the
			 definition for academic major in Rule
			 290-3-3-.01(2).
(a)
Language Proficiency:
			 Interpersonal, Interpretive, and Presentational
. Candidates possess a
			 high level of proficiency in the target language they will teach. They
			 demonstrate the ability to:
1. Speak in the
			 interpersonal mode of communication at a minimum level of "Advanced Low" or
			 "Intermediate High" (for Arabic, Chinese, Japanese, and Korean) on the ACTFL
			 Oral Proficiency Interview (OPI) according to the target language being
			 taught.
2. Interpret oral, printed,
			 and video texts by demonstrating both literal and figurative or symbolic
			 comprehension.
3. Present oral and
			 written information to audiences of listeners or readers, using language at a
			 minimum level of "Advanced Low" or "Intermediate High" according to the target
			 language being taught.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-3 - TEACHER EDUCATION - PROFESSIONAL SERVICES › Section 290-3-3-.33 - Pre-School Through Grade 12 Teaching Fields

Current through Register Vol. 42, No. 9, June 28, 2024
(1)
Options.
P-12 programs
			 include languages other than English; visual arts; dance; music (choral or
			 instrumental); physical education; theatre; gifted (Class A, see Rule
			 290-3-3-.43) and some
			 areas of special education. 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) and (iv), and (vii),
			 290-3-3-.04,
			 and
			 290-3-3-.05,
			 an institution has two options for the preparation of P-12 teachers:
(a) A single teaching field with an academic
			 major that includes a minimum of 30 semester hours of credit with at least 18
			 semester hours of upper-division credit. Additional information on the
			 single-teaching field option is provided in Rules
			 290-3-3-.34 -.40.
(b) A teaching field that
			 combines health education (6-12) and physical education (P-12) and includes a
			 minimum of 30 semester hours of credit with at least 18 semester hours of
			 upper-division credit. Additional information is provided in Rule
			 290-3-3-.24.
(2)
Teaching Field Specific
			 Methods Course.
Each Class B and Alternative Class A teaching field
			 shall be supported by at least one methods course specific to the teaching
			 field or to the general area of the teaching field. Methods courses for
			 specific teaching fields or for the general area of the teaching field shall
			 not be combined with methods courses of other teaching fields or general areas.
			 A program for health education and physical education must require two separate
			 methods courses, one for health education and one for physical education.
			 Additional information is provided in Rule
			 290-3-3-.03(6)(c)2.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-3 - TEACHER EDUCATION - PROFESSIONAL SERVICES › Section 290-3-3-.33.01 - Theatre

Current through Register Vol. 42, No. 9, June 28, 2024
(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 Schools of Theatre
			 (NAST). The 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. 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 semesters
			 hours of credit with at least 19 semesters hours of upper-division credit.
			 Additional information is provided in the definition for academic major in Rule
			 290-3-3-.01(2).
(a)
Common Body of Knowledge and
			 Skills.
1.
Production
. Candidates must acquire:
(i) Technical skills requisite for artistic
			 self-expression in at least one major area of production (for example, acting,
			 design/technology, playwriting, directing) and those skills must be
			 progressively developed to the highest level appropriate to the particular area
			 of concentration.
(ii) An overview
			 understanding of the major aspects, techniques, and directions of the area of
			 concentration.
(iii) Fundamental,
			 comprehensive understanding of the various elements and basic interrelated
			 processes of creation, interpretation, performance, and production.
(iv) Fundamental, conceptual understanding of
			 the expressive possibilities of theatre.
(v) Knowledge and skills sufficient to work
			 in both collaborative and individual roles in matters of theatre
			 interpretation.
(vi) Growth in
			 artistry, technical skills, collaborative competence, and knowledge of
			 repertory through regular performance and production experiences.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-3 - TEACHER EDUCATION - PROFESSIONAL SERVICES › Section 290-3-3-.36 - Physical Education (Grades P-12)

Current through Register Vol. 42, No. 9, June 28, 2024
(1)
Rationale.
The main goal of
			 these standards is to prepare the candidate with the knowledge and abilities to
			 implement a quality 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 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 Course of
			 Study: Physical Education.
The standards build upon the Alabama Core
			 Teaching Standards. An option to combine health education and physical
			 education is provided in Rule
			 290-3-3-.12.01.
(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) and (iv),
			 290-3-3-.04,
			 290-3-3-.05,
			 and
			 290-3-3-.33,
			 the teaching field shall require an academic major of at least 30 semester
			 hours of credit with at least 18 semester hours of upper-division credit in the
			 area.
(a)
Content and Foundational
			 Knowledge.
Physical education candidates demonstrate an understanding of
			 common and specialized content, and scientific and theoretical foundations for
			 the delivery of an effective P-12 physical education program. Candidates:
1. Describe and apply common content
			 knowledge for teaching P-12 physical education.
2. Describe and apply specialized content
			 knowledge for teaching P-12 physical education.
3. Describe and apply physiological and
			 biomechanical concepts related to skillful movement, physical activity and
			 fitness for P-12 students.
4.
			 Describe and apply motor learning and behavior-change/psychological principles
			 related to skillful movement, physical activity and fitness for P-12
			 students.
5. Describe and apply
			 motor development theory and principles related to fundamental motor skills,
			 skillful movement, physical activity and fitness for P-12 students.
6. Describe the historical, philosophical and
			 social perspectives of physical education issues and legislation.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-3 - TEACHER EDUCATION - PROFESSIONAL SERVICES › Section 290-3-3-.37 - Special Education

Current through Register Vol. 42, No. 9, June 28, 2024
(1)
Rationale
. These rules are designed to ensure quality educator
			 preparation programs that lead to improved outcomes for students with
			 exceptionalities. The rules have been aligned with the teacher preparation
			 standards of the Council for Exceptional Children (CEC) and build upon the
			 Alabama Core Teaching Standards. In addition to including standards applicable
			 to all areas of special education, except gifted (see Rule
			 290-3-3-.44)
			 and speech-language pathology (see Rule
			 290-3-3-.51), this rule includes standards unique to collaborative special education (K-6 and
			 6-12), early childhood special education (P-3), deaf and hard of hearing
			 (P-12), and visual impairment (P-12).
(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)-(iv) and (vi)-(vii),
			 290-3-3-.04 and
			 290-3-3-.05,
			 programs to prepare the prospective special education teacher shall require an
			 academic major with at least 30 semester hours of credit with at least 18
			 semester hours of upper-division credit. Candidates unconditionally admitted to
			 a Collaborative Special Education (K-6) program December 15, 2020, and
			 thereafter, or to a Collaborative Special Education (6-12) program spring
			 semester 2022 and thereafter must earn credit for 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)
Learner Development and
			 Individual Learning Differences.
Beginning special education
			 professionals understand how exceptionalities may interact with development and
			 learning and use this knowledge to provide meaningful and challenging learning
			 experiences for individuals with exceptionalities. Prior to program completion:
1.
All candidates
			 will
:
(i) Understand how
			 language, culture, and family background influence the learning of individuals
			 with exceptionalities.
(ii) Use
			 understanding of development and individual differences to respond to the needs
			 of individuals with exceptionalities.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-3 - TEACHER EDUCATION - PROFESSIONAL SERVICES › Section 290-3-3-.38 - Theatre (Grades P-12)

Current through Register Vol. 42, No. 9, June 28, 2024
(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 Schools of Theatre
			 (NAST). The 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.(i) -(iii)
			 and 2.(i) and (iv),
			 290-3-3-.04,
			 290-3-3-.05,
			 and
			 290-3-3-.33,
			 the teaching field shall require an academic major of at least 30 semesters
			 hours of credit with at least 18 semesters hours of upper-division credit.
			 Additional information is provided in the definition for academic major in Rule
			 290-3-3-.01(2).
(a)
Common Body of Knowledge and
			 Skills.
1. Production. Candidates must
			 acquire:
(i) Technical skills requisite for
			 artistic self-expression in at least one major area of production (for example,
			 acting, design/technology, playwriting, directing) and those skills must be
			 progressively developed to the highest level appropriate to the particular area
			 of concentration.
(ii) An overview
			 understanding of the major aspects, techniques, and directions of the area of
			 concentration.
(iii) Fundamental,
			 comprehensive understanding of the various elements and basic interrelated
			 processes of creation, interpretation, performance, and production.
(iv) Fundamental, conceptual understanding of
			 the expressive possibilities of theatre.
(v) Knowledge and skills sufficient to work
			 in both collaborative and individual roles in matters of theatre
			 interpretation.
(vi) Growth in
			 artistry, technical skills, collaborative competence, and knowledge of
			 repertory through regular performance and production experiences.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-3 - TEACHER EDUCATION - PROFESSIONAL SERVICES › Section 290-3-3-.39 - Visual Arts (Grades P-12)

Current through Register Vol. 42, No. 9, June 28, 2024
(1)
Rationale.
Standards for
			 teacher candidates in visual art must address studio production, art history,
			 art criticism and aesthetics, and relative salient knowledge and abilities.
			 These standards respond to the requirements in the aforementioned areas, as
			 well as in art education. Further, these standards are informed by and aligned
			 with the standards of the National Association of Schools of Art and Design
			 (NASAD), the standards of the National Art Education Association, and the
Alabama Course of Study: Arts Education
. The 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.(i) -(iii)
			 and 2.(i) and (iv),
			 290-3-3-.04,
			 290-3-3-.05,
			 and
			 290-3-3-.33,
			 the teaching field shall require an academic major of at least 30 semester
			 hours of credit with at least 18 semester hours of upper-division credit.
			 Additional information is provided in the definition for academic major in Rule
			 290-3-3-.01(2).
(a)
Art Competencies
. The
			 following basic competencies are essential to all visual arts teachers:
1.
Studio Art
			 Competencies
. The prospective teacher of visual arts must be:
(i) Familiar with the basic expressive,
			 technical, procedural and organizational skills, and conceptual insights that
			 can be developed through studio arts and design experience, including a variety
			 of two- and three- dimensional media and processes.
(ii) Familiar with traditional processes as
			 well as newer technological developments in environmental and functional design
			 fields.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-3 - TEACHER EDUCATION - PROFESSIONAL SERVICES › Section 290-3-3-.40 - World Languages (Grades P-12)

Current through Register Vol. 42, No. 9, June 28, 2024
(1)
Program Curriculum.
(a) 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) and (iv),
			 290-3-3-.04,
			 290-3-3-.05,
			 and
			 290-3-3-.33,
			 the teaching field shall require an academic major of at least 30 semester
			 hours of credit with at least 18 semester hours of upper-division credit in a
			 single language other than English. Additional information is provided in the
			 definition for academic major in Rule
			 290-3-3-.01(2).
(b) P-12 programs for world languages must
			 meet the standards for secondary programs for world languages in Rule
			 290-3-3-.32(2)(a)
			 through (f).
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-3 - TEACHER EDUCATION - PROFESSIONAL SERVICES › Section 290-3-3-.41 - Class A (Master's Degree Level) Programs For Teaching Fields

Current through Register Vol. 42, No. 9, June 28, 2024
(1)
Purpose
			 of Class A Programs for Teaching Fields.
Class A educator preparation programs shall be designed to help
				teachers more effectively serve the purposes defined for the same teaching
				field at the Class B level provided such programs exist. The intent of the
				Class A program shall be to help the teacher develop higher levels of
				competence than is possible in the Class B program. Additional information
				specific to Alternative Class A programs is provided in Rule
				290-3-3-.42.
(2)
Institutional and
			 Program Requirements.
(a) The
			 provision of Class A programs shall be limited to institutions that meet the
			 standards for accreditation at the master's degree or higher level by the
			 Southern Association of Colleges and Schools.
(b) Institutions must have and enforce
			 policies that preclude a candidate who took a course for undergraduate credit
			 from taking the same course for graduate credit.
(c) Completion of a Class A program for a
			 teaching field requires at least 30 semester hours of graduate credit
			 appropriate to the teaching field and not used for prior-level certification or
			 degree in any teaching field or area of instructional support.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-3 - TEACHER EDUCATION - PROFESSIONAL SERVICES › Section 290-3-3-.43 - English For Speakers Of Other Languages (ESOL) (Grades P-12)

Current through Register Vol. 42, No. 9, June 28, 2024
(1)
Unconditional Admission to an ESOL Program.
The program must meet
			 the requirements in Rule
			 290-3-3-.41. Initial
			 certification in English for Speakers of Other Languages (ESOL) is at the Class
			 A level. Requirements for unconditional admission to the program include at
			 least a
valid
bachelor's-level professional educator
			 certificate in a teaching field. (Additional information specific to
			 Alternative Class A programs is provided in Rule
			 290-3-3-.42.)
			 If an individual is unconditionally admitted to an Alabama Class A program
			 based on a
valid
bachelor's- or master's-level
			 professional educator certificate from another state, completes a Class A
			 program, and subsequently applies for Alabama certification at the Class A
			 level, then the individual must hold at least a
valid
Class B certificate before applying for Class A certification.
(2)
Program Curriculum.
The
			 following standards reflect the standards of Teachers of English to Speakers of
			 Other Languages (TESOL) International Association.
(a)
Knowledge about
			 Language
.
1. Candidates
			 demonstrate knowledge of English language structures in different discourse
			 contexts to promote acquisition of reading, writing, speaking, and listening
			 skills across content areas and serve as language models for English language
			 learners (ELLs).
2. Candidates
			 demonstrate knowledge of second language acquisition theory and developmental
			 process of language to set expectations for and facilitate language
			 learning.
3. Candidates demonstrate
			 knowledge of language processes (e.g., interlanguage and language progressions)
			 to facilitate and monitor ELLs' language learning in English.
4. Candidates apply knowledge of English
			 academic language functions, learning domains, content-specific language and
			 discourse structures, and vocabulary to promote ELLs' academic achievement
			 across content areas.