Alabama education leaders evaluate teacher certification data and retention strategies

The Alabama State Board of Education held a work session on June 3, 2025, focusing on the certification process for new teachers and the evaluation of educator preparation programs (EPPs). Key discussions revolved around the reporting periods for teacher certifications, the inclusion criteria for new educators, and the testing data associated with their qualifications.

The meeting highlighted that the reporting period for new teachers spans from August 1, 2023, to July 31, 2024. This timeframe is crucial as it determines which educators are included in the certification data. Specifically, the report will cover individuals who completed either Class B or Alternative A programs at Alabama institutions and were issued professional educator certificates during this period. It was noted that some candidates may have completed their programs earlier but received their certificates later due to various reasons, such as pending test results.

The session also introduced new testing data, including the Praxis tests and the recently adopted Foundations of Reading assessment. This marks the first time the Foundations of Reading will be included in the reporting period, alongside the edTPA, which assesses teaching performance. The data will reflect pass rates for first attempts, second attempts, and those who required multiple attempts to pass.

Additionally, the board discussed survey data from first and second-year teachers who completed their programs. The surveys aim to gather feedback from both teachers and their employers to assess the effectiveness of EPPs. However, there were concerns about the participation rates in these surveys, particularly from employers, which could affect the quality of the feedback received.

A significant point raised was the need for better communication between EPPs and employers regarding teacher preparedness. The board acknowledged discrepancies between how teachers perceive their readiness and how employers evaluate their performance. To address this, there is a push for more qualitative research and collaboration between EPPs and local education agencies (LEAs) to enhance teacher training programs.

In conclusion, the meeting underscored the importance of accurate data collection and analysis in improving teacher certification processes and EPP effectiveness. The board aims to refine its reporting mechanisms and ensure that all new teachers receive the support they need to succeed in their early careers. Future steps will involve revising the survey administration process to capture a broader range of teacher experiences and outcomes.