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Board discusses new rules for alternative teacher preparation after legislature authorized outside pathways
Summary
Members of the State Board reviewed draft rules to implement a new law authorizing alternative teacher preparation organizations; the department will extend the public‑comment period and return revised language in November after further input from deans and districts.
Board members and department staff discussed draft administrative rules to implement recent legislation that authorizes alternative teacher preparation organizations to offer pathways to state certification for individuals who already hold a bachelor’s degree.
Miss Martin (Alabama State Department of Education staff) and other presenters told the board the legislature directed the department to allow outside organizations to prepare candidates for certification, while permitting the State Board to set additional requirements. Staff summarized feedback gathered during an earlier public comment period — most substantive feedback came from university deans — and described proposed edits that clarify the rules do not establish degree programs, but rather a certification pathway for people who already hold a baccalaureate.
Key technical points discussed: - If an alternative organization chooses to prepare teachers for early childhood or elementary reading, the rule as drafted would require those organizations to meet the same CAEP/CAEP‑type accreditation expectations that apply to traditional educator preparation programs for reading preparation because of provisions in the Literacy Act. Several deans pushed back, noting most alternate providers target subject‑specific high‑school teaching rather than elementary reading. Department staff said they will clarify language and point to the department’s pathway review process (currently called CHIP) while consulting CAEP and other reviewers about possible streamlined reviews for alternate providers. - The department stressed the proposed rules require alternate providers to ensure candidates meet the same certification assessments (pedagogy assessment; subject assessment; foundations of reading when required) as traditional candidates. Presenters said the implementation will use the State’s existing Alabama Educator Certification Assessment Program assessments (including the pedagogy assessment and reading foundations when required).
After questions from several board members, Dr. Mackey proposed extending the public‑comment period and delaying any final board vote to allow additional deans, district leaders and community partners to provide input. The board agreed to treat the draft as a revision and to extend the comment period; staff said they will return with revised rule language for additional review before the board votes, targeting a vote after the extended comment window (the department proposed bringing a modified proposal back in November). No formal vote to adopt rules was taken at the work session.
Why it matters: the new law opens the door to outside organizations to certify candidates, broadening the state’s routes to licensure while creating technical questions about quality assurance, accreditation expectations, and whether alternate providers will compete with or complement traditional educator preparation programs. Board and staff agreed the implementation details and the pathway review process must be clear for districts and institutions.
What’s next: department staff will extend the comment period, refine the draft rule language to reflect the board’s direction, and return with modified language for further board review in November. Board members asked staff to show how pathway review requirements will align with existing accreditation and the state’s CHIP process while protecting quality standards for certification.
