[{"_1":2,"_111":-5,"_112":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76,88,100],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",6425659,"mediaKeyId","5885974-d26b2643958cd8279363c3ece42ce9ce","parentId",5885974,"title","State education board reviews three-path proposal to ease certification barriers while retaining edTPA","audioSeconds",892,"startMs",766000,"endMs",1658000,"viewUrl","/Search/View?dp=1&key=5885974-d26b2643958cd8279363c3ece42ce9ce&start=766&end=1658","thumbnailUrl","https://assets.pipeline.soar.com/5885974-d26b2643958cd8279363c3ece42ce9ce/thumbnail_766000.jpg","articleUrl","/articles/6425659/Alabama/State-education-board-reviews-three-path-proposal-to-ease-certification-barriers-while-retaining-edTPA","mediaUrl","https://secure.pipeline.soar.com/6425659-869a3251ce8c35dd3c6dfbae2e0a5d54/orig.mp4?Expires=1773567236&Signature=TzOkAFHQp8AuH5Axynv-CPg-JvEE2mlbFKNXAEGp93YXB1Li0A9NYKY7cDdT3W-b1qeKgxIKAyM3PlGPsqEPM~UV7bc2CYVNIPZ~qew-Q7rwD5YzSzFiQxNEuatCTZx1vW95aw44L0-3DLGpYRZPFRY7FAB7gsKewGUr8NeujXBfvG2jvE4N4SRz7A39GviZ5bsSIgN9X6T3Q8PY0sh3J69eUpp6FXb5ZvPw1SjpS3An8FFiU4EPla~Y0Ww4Jgwd~D9WPiL3vRkGTV8P8rL4kX-IvCf3A4tQoXNUdQsYJBjKn5TZOAyA9ZXT96fVpglbnOWbq-fGbdSC2Jj56QuHwQ__&Key-Pair-Id=KUT5TJCACFTXG","author","Alabama State Department of Education","date","2025-10-01T14:14:02Z","article","Alabama State Department of Education staff outlined three options to the State Board of Education to reduce certification barriers that officials say are contributing to a teacher shortage while retaining the edTPA classroom performance assessment.

The board’s work session focused on: keeping the current rules (option 1); allowing candidates within one standard error of measure (SEM) below the Praxis cut score to advance if they meet a higher teaching-field GPA (option 2); and issuing a limited-duration nonprofessional certificate with a clear route to a professional certificate — either by later passing the Praxis cut score or completing 100 hours of department‑approved, high‑quality professional learning in the candidate’s content area (option 3).

Department presenters said all three options would leave edTPA intact. In the initial presentation Mister Martin of the Alabama State Department of Education said, “We’re not touching the edTPA,” describing edTPA as the department’s retained measure of classroom practice.

Why it matters: Board members repeatedly framed the policy debate as balancing two goals — maintaining quality expectations for incoming teachers while creating additional entry routes for candidates who are close to passing Praxis or who face other barriers such as test anxiety. Board members and superintendents told presenters they have students who are ready to teach but who are being blocked by narrow test cut scores.

Key elements of the three options presented

- Option 1 (status quo): Maintain current cut scores on Praxis, the required foundations-of-reading assessment where applicable (especially early‑grade certificates) and edTPA for professional licensure. Candidates who meet those standards would receive a professional certificate.

- Option 2 (sliding standard + GPA buffer): For candidates who score within one SEM below the Praxis cut score, allow certification if a higher teaching-field GPA threshold is met. The presentation used a sample higher threshold of 2.75 in the teaching field (up from the 2.5 teaching‑field GPA already used for program completion in many institutions). Presenters said the 2.75 example would be calculated using the university’s own GPA scale (for example, plus grades at some universities). Data provided by the department and ETS showed that applying a minus‑1 SEM could increase the number of available teachers in some subject areas; presenters cited historical numbers showing nearly 1,200 teachers between 2019–2021 would have been eligible under a minus‑1 SEM analysis.

- Option 3 (temporary nonprofessional certificate with conversion paths): Issue a nonprofessional temporary certificate valid for one year and renewable up to three years. During that period, candidates would convert to a professional certificate either by: a) later passing Praxis at the established cut score; or b) completing 100 hours of department‑approved professional learning or microcredentials in the certificate content area (presenters described that 100 hours as roughly equivalent to two rigorous college courses in content). Presenters noted institutions that require Praxis prior to student teaching would have to change policy to let candidates progress under option 3.

Board concerns and clarifications

Board members asked detailed questions about how teaching‑field GPAs would be computed (for elementary teachers, a teaching‑field GPA was already in use; for secondary fields, the GPA would be calculated on subject coursework only). Doctor Denise Peacock of the department clarified that the department already calculates an in‑field and an overall GPA and can request GPA samples from universities to standardize scoring across campuses.

Several board members pressed the department on process and timelines. One board member urged that the board consider moving the department’s recommendations to a vote in July so school systems and candidates could use the summer to implement changes; department staff said memos and materials could be ready for distribution immediately after a July vote.

Alternatives and related actions discussed

- Presenters described an expanded set of alternative‑pathway rules (covered in a companion presentation) for candidates who hold bachelor’s degrees in noneducation fields, including provisional certificates tied to coursework, mentor requirements and an eventual assessment route (edTPA or PLT) to earn a professional certificate.

- The department said it had discussed the options with ETS (the Praxis test vendor) and used test‑level data to model the effect of minus‑1 SEM on candidate counts by subject.

What the board directed (next steps)

Board members asked staff to return with materials for a potential July vote and to provide comparative analyses (how many candidates by subject would move forward under each option, who would be affected, and how institutions must change policies for option 3 to work). Several board members also requested that staff continue discussions with university deans and superintendents about whether institutions would permit candidates to begin student teaching without meeting Praxis, and that staff analyze GPA calculation differences across universities.

Ending

Board members and department staff agreed to continue the discussion at the July work session and to circulate detailed sample cut scores, the ETS modeling used in the proposal, and a timeline for implementation. No formal vote occurred during the work session.

","mediaType","Video","parentTitle","Alabama Board of Education Work Session","oneSentenceSummary","Alabama State Department of Education staff presented three options to the State Board of Education aimed at easing certification barriers tied to Praxis test scores while keeping the edTPA classroom assessment in place.","taxTitle","Alabama State Department of Education, State Agencies, Executive, Alabama","taxId",80275,"location","Alabama","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6425655,"Review finds many university courses only partly aligned with science of reading; board told to expect fixes",2061,8435000,10496000,"/Search/View?dp=1&key=5885974-d26b2643958cd8279363c3ece42ce9ce&start=8435&end=10496","https://assets.pipeline.soar.com/5885974-d26b2643958cd8279363c3ece42ce9ce/thumbnail_8435000.jpg","/articles/6425655/Alabama/Review-finds-many-university-courses-only-partly-aligned-with-science-of-reading-board-told-to-expect-fixes","https://secure.pipeline.soar.com/6425655-ccee83b85791ebc0e2a59d46cb3d8d99/orig.mp4?Expires=1773567236&Signature=KKeL09Jr2Z4swRbLvk8QrMf7GGUff4jyvFaRRdO-cxJbZ5Yin-i-wkX5nz-RehyGepyz~ZBXmjdqqpbaKjf0bQ8CcWIYjzTyTvlCCGe1mCPcWnatbXxmJboFetiA9vwHFwHpxXeavEDz2e9akyiCcQ1guTd--WvWdaePjr9KNs5WOyK4FaojjAfaKDU1OkFK8BGez6~kEWJ5mXMuoezvhR6AE1rNL-uFZskJrBDJbfAKz8PZ-OcEhHqT5tk-~zcQbvs-oraRlsobprDHBtrjlwXO-9B~MZJNz3Xm~iTQpqVPBpTzSE8yiMxDS-VW1uijR1Rw7tWiVZ9VckZp4ZuH3w__&Key-Pair-Id=KUT5TJCACFTXG","The State Board of Education heard the results of an external review of college‑level teacher‑preparation materials that found substantial variation in how institutions teach the ‘‘science of reading.’’

The Barksdale Reading Institute, contracted by the Alabama State Department of Education to examine program syllabi and textbooks, told board members the review uncovered four broad categories of alignment to evidence‑based reading science: fully aligned, inconsistently aligned, misaligned and gaps that require reconstruction.

Why it matters: The board previously required nine hours of science‑of‑reading instruction in state teacher‑preparation programs beyond the baseline literacy law. The Barksdale review, presenters said, is meant to show which institutions are already meeting that standard and which must adjust coursework, assignments and faculty practice to comply.

Findings and recommendations

- Alignment: Reviewers said about 23% of reviewed course materials were fully aligned to evidence‑based reading practices. A larger share showed inconsistent alignment — course descriptions or lectures referenced modern reading models but assigned balanced‑literacy or discovery‑based classroom tasks that are not systematic, explicit phonics instruction.

- Textbooks: The review examined more than 150 textbooks cited on syllabi. Reviewers recommended publishing a state‑level list of primary texts that demonstrably align to the science of reading and providing institutions with approved assignment templates and sample lesson sequences.

- Faculty knowledge and modeling: Barksdale recommended a statewide faculty‑development initiative. The report said many faculty could not describe or model explicit, systematic instruction in phonics and decoding — the type of demonstration teachers need to replicate in classrooms and to prepare candidates for the foundations‑of‑reading assessment.

- Clinical connections: The reviewers urged stronger alignment between campus coursework and field placements. Where campuses teach structured literacy, candidates were sometimes placed in partner schools that used balanced literacy approaches, creating a mismatch in what candidates learn and what they see in practice.

Board reaction and next steps

Board members asked for time to review institution‑level draft reports before those documents are finalized and distributed to campuses. Department staff said they would continue to work with the Barksdale team to produce final institutional reports, append respondents’ comments and then develop an accountability timeline. The department described a separate plan to offer state‑funded faculty cohorts and online modules to accelerate faculty development; several board members supported rapid follow‑up rather than a long, drawn‑out correction process.

Ending

Reviewers recommended standardizing required competencies across the nine‑hour sequence, expanding coherent text and assignment sets at the program level and funding a faculty training cohort. The board asked department staff to propose a timetable and enforcement approach for getting programs fully aligned, with a particular focus on the lowest‑performing programs.

","An external review by the Barksdale Reading Institute identified uneven adoption of evidence‑based ‘‘science of reading’ practices across university teacher‑preparation syllabi and textbooks and recommended standardized faculty training, shared resources and a tighter nine‑hour curriculum requirement.",{"_33":89,"_35":36,"_37":38,"_39":90,"_41":91,"_43":92,"_45":93,"_47":94,"_49":95,"_51":96,"_53":97,"_55":56,"_57":58,"_59":98,"_61":62,"_63":64,"_65":99,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6425644,"Board delays decision on Charter School Commission nominees amid oversight questions",16293,16293000,-1,"/Search/View?dp=1&key=5885974-d26b2643958cd8279363c3ece42ce9ce&start=16293&end=0","https://assets.pipeline.soar.com/5885974-d26b2643958cd8279363c3ece42ce9ce/thumbnail_16293000.jpg","/articles/6425644/Alabama/Board-delays-decision-on-Charter-School-Commission-nominees-amid-oversight-questions","https://secure.pipeline.soar.com/6425644-1ae69c438df1abb39127410e70a0dd7e/orig.mp4?Expires=1773567236&Signature=L8A7~NxvQjBO~y3KCVBE0a5fKQLBY6CBrsOnODHYLHYK5bJM~5gxDIg8H6Uj0SBOomHayTmLJH03X6WrHKdlPWGvPBF5T0vmih5~OvdaAjL03o65NVSxY2V0I77ZYMWAeN5lbBp~-N5UpXMLqiQmOFZfoaj6HIw-fu8FQApLsLidx~vk8X9HD-NG0JRtk5jeavBRPbNsBrXb4Zlt4121TzRu31UBobyLQqN9qCcY2mEh3VE1heywbbdE~10DUzfW50Wqwmc5v5xXJN5LcZ4fAz4v0kodlzOUSZj1L2O8tqYTAh917eXU1~N9YeDUrUez-urw~iawQ1HZpp9MX2tM5Q__&Key-Pair-Id=KUT5TJCACFTXG","State Board members asked for additional documents and time before voting on nominees to the Alabama Charter School Commission, citing gaps in publicly available reports, audit information and the commission’s authorizing responsibilities.

What the board asked for

A board member requested copies of annual reports the statute requires the department and commission to submit to the legislature — including academic performance summaries, authorizing process updates and recommendations for adjustments to oversight — and sought access to minutes and records concerning the commission’s monitoring of academic and fiscal performance. The board member also asked whether any authorizer employees were serving in dual roles as vendors or contractors to an authorizer and requested a legal opinion if potential conflicts were identified.

Why it matters: Under state law, authorizers (either local boards or the state Charter School Commission) must annually review performance and report certain items to the legislature; board members said they want to confirm the commission has executed those responsibilities and that records are available for public review before confirming new appointees.

Board action

The board agreed to delay votes on the nominations so staff could assemble the requested documentation, including commission minutes, audits, spending reports and the statutory reports to the legislature. Department staff agreed to provide the information for board review and noted some data (for example, detailed audit and contract records) are already collected by or available to the department and authorizers.

Ending

No vote on Commission nominations occurred; staff will return with requested documents and legal guidance on any potential authorizer conflicts and on the commission’s public reporting.","Several board members asked for more information about the commission’s transparency, its reports to the legislature, audits and authorizer responsibilities before approving new nominees. The board agreed to postpone votes to permit follow‑up on documents and financial oversight questions.",{"_33":101,"_35":36,"_37":38,"_39":102,"_41":103,"_43":104,"_45":93,"_47":105,"_49":106,"_51":107,"_53":108,"_55":56,"_57":58,"_59":109,"_61":62,"_63":64,"_65":110,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6425649,"State education department outlines school‑safety platform, drills and SRO challenges",20358,20358000,"/Search/View?dp=1&key=5885974-d26b2643958cd8279363c3ece42ce9ce&start=20358&end=0","https://assets.pipeline.soar.com/5885974-d26b2643958cd8279363c3ece42ce9ce/thumbnail_20358000.jpg","/articles/6425649/Alabama/State-education-department-outlines-schoolsafety-platform-drills-and-SRO-challenges","https://secure.pipeline.soar.com/6425649-b111b850cc5419cce628e78b6a06bbad/orig.mp4?Expires=1773567236&Signature=SGa7lRQjJGSdZEZ7feodIIBGwu30S8PmNOrw4BU0TFWd56eRGOs~qu8DDQOyBY~zMJEtgkgU8MqcR9f9OChh7YPi1kmrZZ5mLc1sYuMcvg8vE~091Wka7xe05imHErLhW6-vf0ip2Bi7u7j94Bw0g1CfBvjm6aaW-4TudthZjYDGRjGy1RuFIlOBHl07vyab74flQB1qwH2rsNYloh9eE5V4QGrzttKU2d11NPzq8iM0BbjTlrZz35IC0-zmZbWIkky4XE6GX8Dx~IGIWy5-mCLrx83aBaAdqtvCGA4TAEbJE0MuFLUNva0gKDBuIq7HHSnEfo1BlN7mO3v2s3i1~g__&Key-Pair-Id=KUT5TJCACFTXG","Department staff and a contracted vendor briefed the State Board of Education on a state‑level school‑safety platform, training and next steps following recent national incidents that renewed attention on intrusion and active‑shooter response.

What the briefing covered

- Participation and drills: Department and vendor figures show participation by 143 local systems and more than 1,300 schools in a statewide safety platform. The vendor reported 7,717 training events and 14,717 drills during the last reporting year, including active‑shooter drills. Department staff said the system was built with federal grant support and expanded after the Parkland shootings.

- 360‑degree photos: The department has paid for a program to capture 360‑degree photospheres of school facilities to support emergency planning; most schools have not yet completed the photo collection and staff urged districts to work with regional coordinators to complete the process.

- Training and technical resources: The vendor recommended a public awareness campaign about available tools, an online, self‑paced technical training program for schools and a state‑supported faculty training cohort to improve preparedness and consistent practice.

- School resource officers (SROs): Board members discussed SRO coverage; the department reported roughly 400–500 certified SROs statewide while many more districts use sworn officers or deputies who are not SRO‑certified. The board and staff discussed district options to contract SRO coverage from municipal or county law enforcement and the availability of state and local funds to support training and staffing. Department staff cautioned that employing sworn officers directly would raise insurance and certification issues for districts and recommended contracting through sheriff’s or police departments.

Why it matters: Board members said they want a practical path to increase both concrete security measures (locks, cameras, door control and perimeter assessments) and mental‑health resources; department staff urged balanced attention to both safety hardware and broader mental‑health and community services.

Next steps

Department staff and the vendor will: distribute an updated survey to districts to refresh their capabilities inventory; roll out an awareness campaign on available supports; offer an online training path for school safety coordinators; and increase outreach to districts to complete facility photospheres. The department also said it would clarify allowable uses of federal ESSER and state technology funds for security measures and report back on funding options.

Ending

Board members requested department follow‑up on funding rules for security projects, details about SRO training and deployment, and a schedule for the vendor’s training modules. No policy change was proposed during the session.

","Department staff and a private vendor summarized a statewide school safety platform and recent activity: thousands of drills and training events, a secure 360‑degree photos database and recommendations to increase faculty training and district awareness. The board also discussed school resource officer coverage and funding limits.","actionData","errors"]

Article not found

State education board reviews three-path proposal to ease certification barriers while retaining edTPA

Review finds many university courses only partly aligned with science of reading; board told to expect fixes

Board delays decision on Charter School Commission nominees amid oversight questions

State education department outlines school‑safety platform, drills and SRO challenges