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-.44 - Gifted (Grades P-12)

Current through Register Vol. 42, No. 9, June 28, 2024
(1)
Unconditional Admission to a Gifted Program.
The program must meet
			 the requirements in Rule
			 290-3-3-.41. Initial
			 certification in Gifted 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. 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.
These rules have been aligned with the teacher
			 preparation standards of the Council for Exceptional Children (CEC) and build
			 upon the Alabama Core Teaching Standards.
(a)
Learner Development and Individual Learning Differences.
Candidates understand the variations in learning and development in cognitive
			 and affective areas between and among gifted individuals and apply this
			 understanding to provide meaningful and challenging learning experiences for
			 gifted individuals. Candidates:
1. Understand
			 how language, culture, economic status, family background, and/or area of
			 disability can influence the learning of individuals with
			 exceptionalities.
2. Use
			 understanding of development and individual differences to respond to the needs
			 of gifted individuals.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-3 - TEACHER EDUCATION - PROFESSIONAL SERVICES › Section 290-3-3-.45 - Reading Specialist (Grades P-12)

Current through Register Vol. 42, No. 9, June 28, 2024
(1)
Rationale.
The reading
			 specialist is an advocate for school-wide literacy. The reading specialist has
			 a depth of knowledge regarding the science of reading, why some children have
			 difficulty reading, and how to most effectively assess and teach reading,
			 thereby improving students' outcomes through prevention of and intervention for
			 reading difficulties. Additionally, the reading specialist understands how to
			 use evidence to inform how proficient reading and writing develop, and how to
			 work with adult learners as partners. The reading specialist serves as the
			 catalyst for developing effective reading practices in a school or school
			 system by equipping colleagues to improve teacher knowledge and skill in the
			 science of reading, guide instructional practices, select high quality
			 instructional materials, use evidence-based strategies, and increase student
			 learning about the reading process and working with adult learners as partners.
			 Alabama standards for the preparation of reading specialists are aligned with
			 standards from the International Reading Association and State initiatives for
			 reading.
(2)
Unconditional
			 Admission to a Reading Specialist Program
.
(a) Requirements for unconditional admission
			 to the Class A reading specialist program shall include
one
of the following:
1. A
valid
bachelor's-level professional educator certificate in early childhood
			 education, elementary education, or collaborative special education teacher
			 (K-6) and two full years of full-time classroom teaching experience;
or
2. A
valid
bachelor's-level professional educator
			 certificate in any area of education, two full years of full-time classroom
			 teaching experience, and a passing score on the Praxis Teaching Reading test
			 validated for use in Alabama.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-3 - TEACHER EDUCATION - PROFESSIONAL SERVICES › Section 290-3-3-.45.01 - Reading Specialist (Grades P-12)

Current through Register Vol. 42, No. 9, June 28, 2024
(1)
Rationale.
The reading
			 specialist is an advocate for school-wide literacy. The reading specialist has
			 a depth of knowledge about the reading process and working with adult learners
			 as partners. She or he serves as the catalyst for developing effective reading
			 practices in a school or school system by equipping colleagues to use best
			 practices, materials, and strategies to promote improvement in reading
			 comprehension and the love and value of reading among all students. Alabama
			 standards for the preparation of reading specialists are aligned with standards
			 from the International Reading Association and State initiatives for
			 reading.
(2)
Unconditional
			 Admission to a Reading Specialist Program.
(a) Requirements for unconditional admission
			 to the Class A reading specialist program shall include
one
of the following:
1. A
valid
bachelor's-level professional educator certificate in early childhood
			 education, elementary education, or collaborative special education teacher
			 (K-6) and two full years of full-time classroom teaching experience;
			 cur
2. A
valid
bachelor's-level professional educator
			 certificate in any area of education, two full years of full-time classroom
			 teaching experience, and a passing score on the Praxis II Teaching Reading test
			 validated for use in Alabama.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-3 - TEACHER EDUCATION - PROFESSIONAL SERVICES › Section 290-3-3-.46 - Class A (Master's Degree Level) Programs For Areas Of Instructional Support Personnel Except Speech-Language Pathology And Instructional Leadership

Current through Register Vol. 42, No. 9, June 28, 2024
(1)
Purpose
			 of Class A Programs for Areas of Instructional Support.
The purpose of a
			 Class A program shall be to prepare educators to serve effectively in
			 instructional support positions. Information specific to instructional
			 leadership programs is provided in Rule
			 290-3-3-.47.
			 Information specific to speech-language pathology is provided in Rule
			 290-3-3-.51.
(2)
Standards Applicable to
			 Class A Instructional Support Programs for EPPs with On-Site Visits Scheduled
			 Fall 2021 and Thereafter.
The following standards are based on the
			 Council for Accreditation of Educator Preparation (CAEP) Standards for Advanced
			 Programs and are applicable to all teaching fields and areas of instructional
			 support.
(a)
Content and Pedagogical
			 Knowledge.
The provider ensures that candidates for professional
			 specialties develop a deep understanding of the critical concepts and
			 principles of their field of preparation and, by program completion, are able
			 to use professional specialty practices flexibly to advance the learning of all
			 P-12 students toward attainment of Alabama's college-and career ready
			 standards.
1.
Candidate Knowledge,
			 Skills, and Professional Dispositions.
Candidates for advanced
			 preparation demonstrate their proficiencies to understand and apply knowledge
			 and skills appropriate to their professional field of specialization so that
			 learning and development opportunities for all P-12 are enhanced, through:
(i) Applications of data literacy;
(ii) Use of research and understanding of
			 qualitative, quantitative and/or mixed methods research
			 methodologies;
(iii) Employment of
			 data analysis and evidence to develop supportive school environments;
(iv) Leading and/or participating in
			 collaborative activities with others such as peers, colleagues, teachers,
			 administrators, community organizations, and parents;
(v) Supporting appropriate applications of
			 technology for their field of specialization; and
(vi) Application of professional
			 dispositions, laws and policies, codes of ethics and professional standards
			 appropriate to their field of specialization.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-3 - TEACHER EDUCATION - PROFESSIONAL SERVICES › Section 290-3-3-.47 - Instructional Leadership (Grades P-12)

Current through Register Vol. 42, No. 9, June 28, 2024
(1)
Unconditional Admission to an
			 Instructional Leadership Program.
In addition to a
valid
Class B Professional Educator Certificate in a
			 teaching field or a
valid
Class A Professional
			 Educator Certificate in a teaching field or instructional support area, the
			 applicant must document a criminal history background check and shall:
(a) Educational Experience. The prospective
			 Instructional Leadership candidate must meet one of the following criteria:
1. Have a minimum of three full years of
			 full-time, satisfactory professional educational work experience in a P-12
			 setting, which must include P-12 teaching experience if admitted prior to
			 August 2010
or
have a minimum of three full years (or
			 six full semesters) of full-time, acceptable professional educational
			 experience in a P-12 setting, which must include at least one full year of
			 full-time P-12 classroom teaching experience if admitted on or after August 1,
			 2010.
2. Effective January 1, 2022,
			 and thereafter, have a valid Alabama Professional Educator Certificate endorsed
			 for library media or school counseling, document a minimum of seven full years
			 of full-time employment, in the same school system, as a library media
			 specialist or school counselor in a P-12 setting if admitted spring semester
			 2022 or thereafter, and provide a written recommendation from the current
			 employing superintendent.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-3 - TEACHER EDUCATION - PROFESSIONAL SERVICES › Section 290-3-3-.48 - Library Media (Grades P-12)

Current through Register Vol. 42, No. 9, June 28, 2024
(1)
Rationale.
Programs for
			 library media specialists develop leadership, collaboration, and technology
			 skills to design and manage up-to-date, comprehensive, and integrated library
			 media centers. The library media specialist possesses the knowledge and skills
			 to enable the learning community to become effective users of ideas and
			 information. These standards are aligned the 2018 National School Library
			 Standards of the American Library Association/American Association of School
			 Librarians (ALA/AASL), and the
Alabama Course of Study: Technology
			 Education.
(2)
Unconditional Admission to a Library Media Program.
The study of
			 library media begins at the Class A level. Requirements for unconditional
			 admission shall include:
(a) A
valid
bachelor's-level or
valid
master's-level professional educator certificate
			 in a teaching field or
valid
master's-level
			 professional educator certificate in another area of instructional support. If
			 an individual is unconditionally admitted to an Alabama Class A program based
			 on a
valid
bachelor's- or
valid
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 Professional Educator
			 Certificate before applying for Class A certification.
(b) Effective July 1, 2017, two full years of
			 full-time, acceptable educational work experience. Effective July 1, 2019, two
			 full years of full-time, acceptable P-12 professional educational work
			 experience. See Definition (18).
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-3 - TEACHER EDUCATION - PROFESSIONAL SERVICES › Section 290-3-3-.49 - School Counseling (Grades P-12)

Current through Register Vol. 42, No. 9, June 28, 2024
(1)
Rationale.
School counselors
			 should be knowledgeable of effective counseling theories, practices, and
			 techniques in order to meet the needs of a multicultural school population and
			 to facilitate academic, career, and personal/social success. They also analyze
			 and use data to enhance the school counseling program. These standards are
			 aligned with the standards for the preparation of school counselors of the
			 Council for Accreditation of Counseling and Related Educational Programs
			 (CACREP) and the
Comprehensive Counseling and Guidance Model for
			 Alabama Public Schools
.
(2)
Unconditional Admission to a School
			 Counseling Program.
The study of school counseling begins at the Class A
			 level. Requirements for unconditional admission shall include:
(a) A
valid
bachelor's-level or
valid
master's-level professional
			 educator certificate in a teaching field or a
valid
master's-level professional educator certificate in another area of
			 instructional support. If an individual is unconditionally admitted to an
			 Alabama Class A program based on a
valid
bachelor's-
			 or
valid
master's-level professional educator
			 certificate in 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 Professional
			 Educator Certificate before applying for Class A certification.
(b) Effective July 1, 2017, and thereafter,
			 two full years of full-time, acceptable professional educational work
			 experience. Effective July 1, 2019, two full years of full-time, acceptable
			 P-12 professional educational work experience. See Definition (18).
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-3 - TEACHER EDUCATION - PROFESSIONAL SERVICES › Section 290-3-3-.50 - School Psychometry (Grades P-12)

Current through Register Vol. 42, No. 9, June 28, 2024
(1)
Rationale.
The main goal of
			 these standards is to provide individuals with the necessary knowledge and
			 abilities to become effective school psychometrists.
(2)
Unconditional Admission to a School
			 Psychometry Program.
The study of school psychometry begins at the Class
			 A level. Requirements for unconditional admission shall include:
(a)
A valid
bachelor's-level or
valid
master's-level professional
			 educator certificate in a teaching field or
valid
master's-level professional educator certificate in another area of
			 instructional support. 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 Professional Educator Certificate before
			 applying for Class A certification.
(b) Effective July 1, 2017, and thereafter,
			 two full years of full-time, acceptable professional educational work
			 experience. Effective July 1, 2019, two full years of full-time, acceptable
			 P-12 professional educational work experience. See Definition (18).
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-3 - TEACHER EDUCATION - PROFESSIONAL SERVICES › Section 290-3-3-.51 - Speech-Language Pathology (Grades P-12)

Current through Register Vol. 42, No. 9, June 28, 2024
(1)
Unconditional Admission.
Requirements for unconditional admission to a Class A speech-language pathology
			 (S-LP) program shall include a bachelor's degree from an institution that was
			 regionally accredited at the time the degree was earned.
(2)
Program Curriculum.
These
			 standards are based on standards developed by the American Speech-Language
			 Hearing Association (ASHA). To prepare prospective speech-language
			 pathologists, an Alabama EPP must have master's degree level S-LP program
			 accreditation from the Council on Academic Accreditation (CAA). The program
			 must require at least 36 semester hours of graduate credit and satisfactory
			 performance on the CAA-prescribed Praxis test(s). The curriculum shall provide
			 the speech-language pathologist with:
(a)
			 Knowledge of:
1. Biological sciences,
			 physical sciences, statistics, and social/behavioral sciences.
2. Basic human communication and swallowing
			 processes, including the appropriate biological, neurological, acoustic,
			 psychological, developmental, and linguistic and cultural bases.
3. Communication and swallowing disorders and
			 differences, including the appropriate etiologies, characteristics,
			 anatomical/physiological, acoustic, psychological, developmental and linguistic
			 and cultural correlates in the following areas:
(i) Articulation.
(ii) Fluency.
(iii) Voice and resonance, including
			 respiration and phonation.
(iv)
			 Receptive and expressive language (phonology, morphology, syntax, semantics,
			 pragmatics, prelinguistic communication and paralinguistic communication) in
			 speaking, listening, reading, writing.
(v) Hearing, including the impact on speech
			 and language.
(vi) Swallowing
			 (oral, pharyngeal, esophageal, and related functions, including oral function
			 for feeding, orofacial myology).
(vii) Cognitive aspects of communication
			 (attention, memory, sequencing, problem-solving, executive
			 functioning).
(viii) Social aspects
			 of communication (including challenging behavior, ineffective social skills,
			 and lack of communication opportunities).
(ix) Augmentative and alternative
			 communication modalities.
4. For each area specified in Rule
			 290-3-3-.51(2)(a)3.(i) -(ix), principles and methods of prevention, assessment,
			 and intervention for people with communication and swallowing disorders,
			 including consideration of anatomical/physiological, psychological,
			 developmental, and linguistic and cultural correlates.
5. Standards of ethical conduct.
6. Processes used in research and the
			 integration of research principles into evidence-based clinical
			 practice.
7. Contemporary
			 professional issues.
8. Entry level
			 and advanced certifications, licensure, and other relevant professional
			 credentials, as well as local, state, and national regulations and policies
			 relevant to professional practice.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-3 - TEACHER EDUCATION - PROFESSIONAL SERVICES › Section 290-3-3-.51.01 - Sport Management

Current through Register Vol. 42, No. 9, June 28, 2024
(1)
Unconditional Admission to Class A Programs for Sport Management.
The study of sport management begins at the Class A level. Requirements for
			 unconditional admission shall include:
(a) A
valid
bachelor's level or
valid
master's-level professional educator certificate
			 in a teaching field or a
valid
master's-level
			 professional educator certificate in another area of instructional support. If
			 an individual is unconditionally admitted to an Alabama Class A program based
			 on a
valid
bachelor's- or
valid
master's-level professional educator certificate
			 in 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 Professional Educator
			 Certificate before applying for Class A certification.
(b) Effective July 1, 2017, and thereafter,
			 two full years of full-time, acceptable educational experience. Effective July
			 1, 2019, two full years of full-time, acceptable P-12 professional educational
			 work experience. See Definition (18).
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-3 - TEACHER EDUCATION - PROFESSIONAL SERVICES › Section 290-3-3-.51.02 - Speech-Language Pathology (Grades P-12)

Current through Register Vol. 42, No. 9, June 28, 2024
(1)
Unconditional Admission.
Requirements for unconditional admission to a Class A speech-language pathology
			 (S-LP) program shall include a bachelor's degree from an institution that was
			 regionally accredited at the time the degree was earned.
(2)
Program Curriculum.
These
			 standards are based on standards developed by the American Speech-Language
			 Hearing Association (ASHA). To prepare prospective speech-language
			 pathologists, an Alabama EPP must have master's degree level S-LP program
			 accreditation from the Council on Academic Accreditation (CAA) . The program
			 must require at least 36 semester hours of graduate credit and satisfactory
			 performance on the CAA-prescribed Praxis II test(s). The curriculum shall
			 provide the speech-language pathologist with:
(a)
Knowledge of:
1. Biological sciences, physical sciences,
			 statistics, and social/behavioral sciences.
2. Basic human communication and swallowing
			 processes, including the appropriate biological, neurological, acoustic,
			 psychological, developmental, and linguistic and cultural bases.
3. Communication and swallowing disorders and
			 differences, including the appropriate etiologies, characteristics,
			 anatomical/physiological, acoustic, psychological, developmental and linguistic
			 and cultural correlates in the following areas:
(i) Articulation.
(ii) Fluency.
(iii) Voice and resonance, including
			 respiration and phonation.
(iv)
			 Receptive and expressive language (phonology, morphology, syntax, semantics,
			 pragmatics, pre-linguistic communication and paralinguistic communication) in
			 speaking, listening, reading, writing.
(v) Hearing, including the impact on speech
			 and language.
(vi) Swallowing
			 (oral, pharyngeal, esophageal, and related functions, including oral function
			 for feeding, orofacial myology).
(vii) Cognitive aspects of communication
			 (attention, memory, sequencing, problem-solving, executive
			 functioning).
(viii) Social aspects
			 of communication (including challenging behavior, ineffective social skills,
			 and lack of communication opportunities).
(ix) Augmentative and alternative
			 communication modalities.
4. For each area specified in Rule
			 290-3-3-.51.02(2)(a)3.(i) -(ix),
			 principles and methods of prevention, assessment, and intervention for people
			 with communication and swallowing disorders, including consideration of
			 anatomical/physiological, psychological, developmental, and linguistic and
			 cultural correlates.
5. Standards
			 of ethical conduct.
6. Processes
			 used in research and the integration of research principles into evidence-based
			 clinical practice.
7. Contemporary
			 professional issues.
8. Entry level
			 and advanced certifications, licensure, and other relevant professional
			 credentials, as well as local, state, and national regulations and policies
			 relevant to professional practice.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-3 - TEACHER EDUCATION - PROFESSIONAL SERVICES › Section 290-3-3-.52 - Sport Management (Grades P-12)

Current through Register Vol. 42, No. 9, June 28, 2024
(1)
Unconditional Admission to Class A
			 Programs for Sport Management.
The study of sport management begins at
			 the Class A level. Requirements for unconditional admission shall include:
(a) A
valid
bachelor's-level or
valid
master's-level professional
			 educator certificate in a teaching field or a
valid
master's-level professional educator certificate in another area of
			 instructional support. If an individual is unconditionally admitted to an
			 Alabama Class A program based on a
valid
bachelor's-
			 or
valid
master's-level professional educator
			 certificate in 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 Professional
			 Educator Certificate before applying for Class A certification.
(b) Effective July 1, 2017, and thereafter,
			 two full years of full-time, acceptable educational experience. Effective July
			 1, 2019, two full years of full-time, acceptable P-12 professional educational
			 work experience. See Definition (18).
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-3 - TEACHER EDUCATION - PROFESSIONAL SERVICES › Section 290-3-3-.52.01 - Teacher Leader

Current through Register Vol. 42, No. 9, June 28, 2024
(1)
Rationale.
To realize the mission of enhancing school leadership
			 among teacher leaders in Alabama resulting in the improvement of academic
			 achievement for all students, prospective teacher leaders will achieve the
			 standards below. Prospective teacher leaders must have opportunities to work
			 collaboratively with school administrators, colleagues, students, parents and
			 families, and the larger community to achieve schoolwide goals. Teacher leaders
			 adhere to the Alabama Educator Code of Ethics and model the use of the Alabama
			 Professional Development Standards when providing learning opportunities for
			 their colleagues. Standards for the preparation of teacher leaders reflect the
			 Alabama Core Teaching Standards.
(a) Program
			 content should be primarily focused on supporting the development and improving
			 the practice of shared leadership.
(b) All candidates should understand and be
			 able to support leadership that is shared with all stakeholders to increase
			 student learning.
(c) All
			 candidates must support the concept and the practice of collective learning
			 with faculties and schools.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-3 - TEACHER EDUCATION - PROFESSIONAL SERVICES › Section 290-3-3-.53 - Class AA (Education Specialist Level) Programs For Teaching Fields

Current through Register Vol. 42, No. 9, June 28, 2024
(1)
Purposes
			 of Class AA Programs for Teaching Fields.
The purposes of a Class AA
			 program shall be to prepare educators on the education specialist level to
			 serve effectively in teaching positions. Persons who complete Class AA programs
			 shall have acquired knowledge and skill above the level required for completion
			 of a Class A program. Class AA programs must meet Advanced CAEP standards.
(2)
Institutional and
			 Program Requirements.
(a) The provision
			 of Class AA programs shall be limited to institutions that meet the standards
			 for accreditation at the education specialist'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 master's degree credit
			 from taking the same course for education specialist's degree credit.
(c) Completion of a Class AA program for a
			 teaching field requires at least 30 semester hours of graduate credit 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-.54 - Teacher Leader (Grades P-12)

Current through Register Vol. 42, No. 9, June 28, 2024
(1)
Rationale.
To realize the
			 mission of enhancing school leadership among teacher leaders in Alabama
			 resulting in the improvement of academic achievement for all students,
			 prospective teacher leaders must have opportunities to work collaboratively
			 with school administrators, colleagues, students, parents and families, and the
			 larger community to achieve school-wide goals. Teacher leaders adhere to the
			 Alabama Educator Code of Ethics and model the use of the Alabama Professional
			 Development Standards when providing learning opportunities for their
			 colleagues. Standards for the preparation of teacher leaders reflect the
			 National Network of State Teachers of Year Model Teacher Leader Standards.
(a) Program content should be primarily
			 focused on supporting the development and improving the practice of shared
			 leadership.
(b) All candidates
			 should understand and be able to support leadership that is shared with all
			 stakeholders to increase student learning.
(c) All candidates must support the concept
			 and the practice of collective learning with faculties and schools.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-3 - TEACHER EDUCATION - PROFESSIONAL SERVICES › Section 290-3-3-.55 - Class AA (Education Specialist Level) Programs For Areas Of Instructional Support Other Than Instructional Leadership

Current through Register Vol. 42, No. 9, June 28, 2024
(1)
Purpose of Class AA Programs for
			 Areas of Instructional Support Other than Instructional Leadership.
The
			 purpose of a Class AA program shall be to prepare educators on the education
			 specialist level to serve effectively in instructional support positions.
			 Persons who complete Class AA programs shall have acquired knowledge and skill
			 above the level required for completion of a Class A program. Class AA programs
			 must meet Advanced CAEP standards.
(2)
Institutional and Program
			 Requirements.
(a) The provision of
			 Class AA programs shall be limited to institutions that meet the standards for
			 accreditation at the education specialist'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 master's degree credit
			 from taking the same course for education specialist's degree credit.
(c) Completion of a Class AA program for an
			 area of instructional support requires at least 30 semester hours of graduate
			 credit 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-.57 - School Psychology (Grades P-12)

Current through Register Vol. 42, No. 9, June 28, 2024
(1)
Rationale.
These standards
			 are aligned with the standards of the National Association of School
			 Psychologists (NASP) for the preparation of school psychologists.
(2)
Unconditional Admission to a School
			 Psychology Program.
Initial certification for a school psychologist
			 shall be at the Class AA level.
(a) Criteria
			 for unconditional admission to school psychology programs shall include two
			 full years of full-time professional educational work experience in a P-12
			 school system(s) and at least a
valid
master's-level
			 professional educator certificate in school psychometry, school psychology, or
			 special education. An individual who holds a
valid
out-of-state professional educator certificate in school psychometry, school
			 psychology, or special education at the master's level may be admitted to a
			 Class AA program for school psychology.
(b) If an individual who is unconditionally
			 admitted to an Alabama Class AA program in school psychology based on a
valid
master's-level professional educator certificate
			 in school psychometry, school psychology, or special education from another
			 state, completes the Class AA program in school psychology, and subsequently
			 applies for Alabama certification at the Class AA level, then the individual
			 must hold at least a
valid
Class A Professional
			 Educator Certificate in school psychology, school psychometry, or special
			 education before applying for Class AA certification.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-3 - TEACHER EDUCATION - PROFESSIONAL SERVICES › Section 290-3-3-.58 - Innovative Programs

Current through Register Vol. 42, No. 9, June 28, 2024
(1)
Rationale.
Efforts to develop innovative ways of preparing
			 teachers and instructional support staff shall be encouraged. The rules below
			 are designed to facilitate approval of innovative approaches to preparing
			 teachers or instructional support personnel.
(2)
Justification.
A proposal
			 justifying the request for the review and for approval of an innovative program
			 shall be required. This proposal shall define the need for the program,
			 purposes it is to serve, and assumptions upon which it is based.
(3)
Objectives.
Each proposal
			 shall be built upon a statement of the objectives of the area of the public
			 school program with which the proposal deals. The objectives shall be developed
			 cooperatively by the institution and its P-12 partners and shall be based on
			 current research-based practices and trends.
(4)
Program Curriculum.
As
			 appropriate to the level of proposed innovation, the program must meet CAEP
			 standards for initial or advanced programs.
(a) Programs may be proposed at the Class B,
			 Class A, or Class AA level. The institution must comply with any general
			 standards appropriate to the proposed teaching field or area of instructional
			 support. (As examples, career and technical programs must address Rule
			 290-3-3-.15; a
			 proposal for an innovative special education program must address the portions
			 of Rule
			 290-3-3-.37 applicable
			 to all special education teacher; and any innovative Class A program must meet
			 Rule
			 290-3-3-.41.) If a Class
			 B program is proposed, the institution must document compliance with Rules
			 290-3-3-.04 and
			 290-3-3-.05.
			 If an Alternative Class A program is proposed, the institution must document
			 compliance with Rule
			 290-3-3-.04 and Rule
			 290-3-3-.42(1),
			 (2)(a) -(c), and (4)(b).
(b) Each proposed program shall include a
			 clearly formulated written statement of the knowledge and abilities necessary
			 for certification as a teacher or instructional support staff member, the
			 proposed curriculum, and a description of any internship to be required. This
			 statement shall be based upon the preceding rules regarding the objectives
			 enumerated in response to Rule 290-3-3-.58(3).
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-3 - TEACHER EDUCATION - PROFESSIONAL SERVICES › Section 290-3-3-.59 - Alabama State Department Of Education

Current through Register Vol. 42, No. 9, June 28, 2024
(1)
Leadership.
The Alabama
			 State Department of Education (ALSDE), through its Office of Teaching and
			 Leading, Educator Preparation and Educator Certification Sections, shall
			 provide the necessary leadership for coordinating educator preparation and
			 certification in the State. The ALSDE shall work on a continuing basis to
			 provide appropriate advisory and consultative services in developing and
			 maintaining quality preparation programs that meet all Alabama State Board of
			 Education (ALSBE) rules/standards.
(a) The
			 ALSDE provides a program approval model based on the premise that the completer
			 of an Alabama-approved program will be eligible to apply for ALSDE
			 certification.
(b) When an
			 institution wishes to make changes in an approved program, the head of the EPP
			 shall submit written documentation of the changes to be made. The documentation
			 shall be reviewed and approved by ALSDE personnel when applicable standards are
			 deemed to be met.
(c) The Educator
			 Preparation Section shall maintain a current list of each institution's
			 approved programs.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-3 - TEACHER EDUCATION - PROFESSIONAL SERVICES › Section 290-3-3-.61 - Literacy Coursework: Science of Reading (SoR)

Current through Register Vol. 42, No. 9, June 28, 2024
The
				adopted version of this section by
				Alabama
				Administrative Monthly Volume XLII, Issue No. 08, May 31, 2024,
				filed May 13, 2024 is not yet
				available.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-5 - PRIVATE SCHOOL LICENSURE IN ALABAMA (REPEALED) › Section 290-3-5-.01 - Private School Licensure. (REPEALED)

Current through Register Vol. 42, No. 9, June 28, 2024
Author:
Dr. Eddie R. Johnson
Statutory Authority:
Code of Ala.
				  1975
, Title 16, Chapter 4 6, as amended.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-5 - PRIVATE SCHOOL LICENSURE IN ALABAMA (REPEALED) › Section 290-3-5-.02 - Definitions. (REPEALED)

Current through Register Vol. 42, No. 9, June 28, 2024
Author:
Dr. Eddie R. Johnson
Statutory Authority:
Code of Ala.
				  1975
, Title 16, Chapter 46.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-5 - PRIVATE SCHOOL LICENSURE IN ALABAMA (REPEALED) › Section 290-3-5-.03 - Exemptions. (REPEALED)

Current through Register Vol. 42, No. 9, June 28, 2024
Author:
Dr. Eddie R. Johnson
Statutory Authority:
Code of Ala.
				  1975
, §
										16-46-3,
				  as amended.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-5 - PRIVATE SCHOOL LICENSURE IN ALABAMA (REPEALED) › Section 290-3-5-.04 - Licensing A Private School. (REPEALED)

Current through Register Vol. 42, No. 9, June 28, 2024
Author:
Dr. Eddie R. Johnson
Statutory Authority:
Code of Ala.
				  1975
, §§16-4 6-5 through 7, as amended.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-5 - PRIVATE SCHOOL LICENSURE IN ALABAMA (REPEALED) › Section 290-3-5-.05 - Minimum School Rules. (REPEALED)

Current through Register Vol. 42, No. 9, June 28, 2024
Author:
Dr. Eddie R. Johnson
Statutory Authority:
Code of Ala.
				  1975
, §
										16-46-7,
				  as amended.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-5 - PRIVATE SCHOOL LICENSURE IN ALABAMA (REPEALED) › Section 290-3-5-.06 - Publicizing The Private School. (REPEALED)

Current through Register Vol. 42, No. 9, June 28, 2024
Author:
Dr. Eddie R. Johnson
Statutory Authority:
Code of Ala.
				  1975
, §§16-4 6-4 through 6, as amended.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-5 - PRIVATE SCHOOL LICENSURE IN ALABAMA (REPEALED) › Section 290-3-5-.07 - Agent's Permits. (REPEALED)

Current through Register Vol. 42, No. 9, June 28, 2024
Author:
Dr. Eddie R. Johnson
Statutory Authority:
Code of Ala.
				  1975
, §
										16-46-6,
				  as amended.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-5 - PRIVATE SCHOOL LICENSURE IN ALABAMA (REPEALED) › Section 290-3-5-.08 - Enforcement Proceedings. (REPEALED) Author

Current through Register Vol. 42, No. 9, June 28, 2024
Author:
Dr. Eddie R. Johnson
Statutory Authority:
Code of Ala.
				  1975
, §§16-4 6-7 through
				  16-46-8,
				  as amended.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-5 - PRIVATE SCHOOL LICENSURE IN ALABAMA (REPEALED) › Section 290-3-5-.09 - Appeals Procedures. (REPEALED)

Current through Register Vol. 42, No. 9, June 28, 2024
Author:
Dr. Eddie R. Johnson
Statutory Authority:
Code of Ala.
				  1975
, §
										16-46-9,
				  as amended.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-5 - PRIVATE SCHOOL LICENSURE IN ALABAMA (REPEALED) › Section 290-3-5-.10 - Violations And Penalties. (REPEALED)

Current through Register Vol. 42, No. 9, June 28, 2024
Author:
Dr. Eddie R. Johnson
Statutory Authority:
Code of Ala.
				  1975
, §
										16-46-10,
				  as amended.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-3-6 - CHARTER SCHOOLS › Section 290-3-6-.01 - Establishment Of Public Charter Schools

Current through Register Vol. 42, No. 9, June 28, 2024
Effective March 19, 2015, public charter schools are
				established as a part of the public education system of the state of Alabama. A
				public charter school shall not be established in Alabama unless authorized by
				the Act and the rules and regulations of the Alabama State Board of
				Education.
Author:
Thomas R. Bice
Statutory Authority:
Code of Ala.
				  1975
, §§
										16-4-7, 16-6F-9; Administrative Code Rules
				  290-1-1-.05 and 290-1-1-.030.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-4-1 - EDUCATION ACCOUNTABILITY › Section 290-4-1-.01 - Education Accountability

Current through Register Vol. 42, No. 9, June 28, 2024
(1)
			 The State Superintendent of Education is authorized to carry out the review,
			 examination and supervisory responsibilities as prescribed in the
Code of Ala. 1975
, and to require reasonable and
			 appropriate reports and to conduct hearings for the purpose of ensuring that
			 due process requirements are met.
(2)
Academic Assistance
			 Program
. Detailed policies and procedures for the Academic
			 Assistance Program are found in the
Alabama Consolidated Application
			 Accountability Workbook
for State Grants under Title IX, Part C,
			 Section 9302 of the Elementary and Secondary Education Act (Public
			 Law 107-110) and
Rewards And Sanctions
			 Plan, Alabama Accountability System
.
(3)
Financial Assistance
			 Program
. Local superintendents of education are required to
			 prepare for the local boards of education annual budgets and financial
			 statements, monthly financial reports, and other related documents for review
			 and approval, as required by the State Department of Education and state laws.
(a) The State Superintendent of Education
			 shall oversee the financial integrity of local boards of education and shall
			 appoint a Chief Education Financial Officer.
1. The Chief Education Financial Officer
			 shall be responsible for the collection and analysis of financial reports and
			 other related documents required to assess the financial integrity of local
			 boards of education.
2. The Chief
			 Education Financial Officer shall prepare reports on the financial integrity of
			 local boards of education.
3. The
			 Chief Education Financial Officer shall assist local boards of education whose
			 financial position is deteriorating.
4. The Chief Education Financial Officer
			 shall be bonded in the amount of $100,000.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-4-1 - EDUCATION ACCOUNTABILITY › Section 290-4-1-.02 - Educational Intervention

Current through Register Vol. 42, No. 9, June 28, 2024
(1) The
			 State Board of Education may intervene in the educational operations of a city
			 or county board of education as provided by the Educational Accountability and
			 Intervention Act of 2013.
(2) After
			 approval of educational intervention by the State Board of Education, the State
			 Superintendent shall exercise control over the decision making and operational
			 functions of the city or county board of education.
(3) The State Superintendent of Education or
			 designee shall have the power and authority to act for and on behalf of the
			 city or county board of education and its superintendent in all matters for all
			 purposes under state laws while the city or county board of education is
			 operating under educational intervention.
Author:
Dr. Warren Craig Pouncey
Statutory Authority:
Code of Ala.
				  1975
, §§
										16-3-11.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-4-1 - EDUCATION ACCOUNTABILITY › Section 290-4-1-.03 - Grading System For School Districts And Schools

Current through Register Vol. 42, No. 9, June 28, 2024
(1) The State Superintendent of Education
			 shall, with input from parents, teachers, school administrators, existing State
			 Department of Education advisory groups or task forces, and other education
			 stakeholders, develop a school grading system for public K-12 school districts
			 and schools. The grading system shall reflect the performance for a school
			 district and individual schools with tested grades that do not exclusively
			 serve a special population of students.
(2) The State Superintendent of Education
			 shall determine the key performance indicators that reflect student learning
			 and success. The key performance indicators shall be based on student
			 achievement scores, achievement gaps, college and career readiness, learning
			 gains, and the other indicators designated by the State Superintendent of
			 Education.
(3) Academic proficiency
			 and academic improvements, as well as other indicators designated by the State
			 Superintendent of Education, shall be posted on the website for the State
			 Department of Education. The local superintendent of the city or county board
			 of education shall assure the information is delivered annually to the
			 student's parent or legal guardian.
Author:
Angela Martin
Statutory Authority:
Code of Ala.
				  1975
, §§
										16-3-11.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-4-1 - EDUCATION ACCOUNTABILITY › Section 290-4-1-.04 - Flexibility For Students In Priority Schools

Current through Register Vol. 42, No. 9, June 28, 2024
(1)
			 The State Superintendent of Education shall prepare a list of priority schools
			 under the provisions of the Alabama Accountability Act of 2013, as amended. The
			 list of schools will be provided to local school superintendents and will be
			 posted to the State Department of Education's web site before November 1. A
			 priority school is determined by the State Department of Education through the
			 approved accountability formula that contains the following criteria:
(a) The school meets the criteria for a
			 priority school included in the Alabama Accountability Act of 2013, as
			 amended.
(b) Beginning on September
			 1, 2023, the school earns a grade of "D" or "F" on the most recent school
			 report card developed pursuant to Section 16-6C-2,
Code of Alabama
			 1975
.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-4-1 - EDUCATION ACCOUNTABILITY › Section 290-4-1-.05 - Legislative School Performance Recognition Program

Current through Register Vol. 42, No. 9, June 28, 2024
(1) The Legislative School Performance
			 Recognition Program is created within the State Department of Education to
			 reward public schools that either:
(a)
			 Demonstrate high performance by being ranked in the top 25 percent of public
			 schools, as ranked in the school grading system and state education
			 accountability rules.
(b)
			 Demonstrate exemplary progress by improving the overall annual ranking of the
			 school by at least one letter grade, as ranked in the school grading system and
			 state education accountability rules.
(c) Demonstrate other criteria hereafter set
			 forth by the Legislature.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-4-2 - INSTRUCTIONAL SERVICES › Section 290-4-2-.01 - Student Assessment - Unified Coordinated Statewide Testing Program

Current through Register Vol. 42, No. 9, June 28, 2024
(1) The policy of
			 the Alabama State Board of Education is to have a unified, coordinated Student
			 Assessment Program.
(2) Alabama's
			 Student Assessment Program is a system of assessments that measures the
			 knowledge and abilities of students in Alabama's public schools for the
			 following purposes:
(a) To provide
			 information to educators and parents regarding the educational strengths and
			 weaknesses of individual students.
(b) To provide information to assist local
			 and state educational personnel in reviewing and planning for instructional and
			 curricular improvements.
(c) To
			 provide information to local and state educational personnel, policy makers,
			 and the general public regarding the educational performance of Alabama's
			 students.
Alabama Administrative Code › Title 290 - ALABAMA STATE BOARD OF EDUCATION › Chapter 290-4-2 - INSTRUCTIONAL SERVICES › Section 290-4-2-.02 - Student Assessment - Students Of Special Populations

Current through Register Vol. 42, No. 9, June 28, 2024
Detailed policies and procedures for testing students of
				special populations are found in the Integrity Handbook for Test
				Administration. All assessments for students of special populations must be
				administered consistent with Alabama Administrative Code rule
				290-8-9 and the guidance found in
				the Integrity Handbook for Test Administration.
Previous Rule .02 was repealed and previous Rule .03 was
				  renumbered .02 per certification published November 30, 2021; effective January
				  14, 2022.
Author:
Dr. Ed Richardson
Statutory Authority:
Const. of Ala.
				  of 1901
, Amend No. 284,
Code of Ala.
				  1975
, §§
										16-3-11 through
				  14;
				  16-4-4.