Board hears rewrite of educator-preparation chapter, new ALPI review process and funding-weight update

State Department staff presented a comprehensive rewrite of the state’s educator-preparation chapter and previewed a new review process intended to replace the previous, more prescriptive compliance system.

Doctor Alethia Hampton (presenting with staff members Dr. Lamaze Walker and Dr. Jamarra Wright) told the board the rewrite reduces overly rigid language, aligns program review with national accreditation expectations (Council for the Accreditation of Educator Preparation — CAEP), and places emphasis on content knowledge, pedagogy, valid and reliable assessments, dispositions and applied field experiences. The department said it has visited 21 of Alabama’s 24 educator-preparation programs to review readiness for the new system.

Hampton described a replacement for the older compliance-focused “CHIP” process: ALPI (Alabama Program Improvement for Educators). ALPI is intended to let EPPs provide assurances that they align programs with standards and to focus state review on key assessments and evidence that aid candidate preparation. Hampton said ALPI will reduce redundant documentation, emphasize candidate outcomes and support EPPs in aligning data and assessments with CAEP standards.

Key changes highlighted included increased flexibility on faculty qualification language, GPA allowances (for example, mechanisms to admit candidates slightly below prior thresholds when they can demonstrate readiness), clearer expectations for classroom-management instruction and more intentional field-experience sequencing. Hampton said institutions will retain responsibility for meeting standards but will have more latitude in how they demonstrate alignment.

Hampton said the rewrite was driven by updated state statutes (literacy and numeracy acts, and other legislative directives) and by feedback from EPP leadership that prior rules were burdensome and sometimes misaligned with current program needs. Several board members and EPP representatives present praised the collaborative approach and urged prompt final adoption.

Separately, State Superintendent (present during the meeting) provided an update on a continuing legislative funding study described as a “hybrid” approach: keeping the existing foundation program (the base funding) unchanged while layering targeted “weights” on top for particular student needs. The superintendent said the governor proposed additional funding for English learners ($10 million), special education ($40 million) and economically disadvantaged students ($40 million) for the first phase; a sparsity allocation for counties below a population-density threshold also was described. The presenter said the weights would be distributed using existing child count and direct-certification methods and that legislative proposals remain subject to change as bills advance.

The board was told that final adoption of the EPP chapter rewrite is scheduled for the March meeting provided there are no outstanding objections; staff said many institutions are ready to transition to the new system.

Ending — Next steps: staff will bring the final rule language to the board for adoption next month; EPPs will continue to work with the department during transition to ALPI and with CAEP-related accreditation steps.