Universities report changes to teacher‑preparation programs after Alabama Literacy Act; state team plans approvals

Representatives from seven educator preparation programs told the State Board of Education that they have realigned curricula, field experiences and textbooks to meet requirements of the Alabama Literacy Act and to incorporate the science of reading.

State staff framed the work as a response to recommendations from a review conducted by Barksdale and noted that the institutions used National Council on Teacher Quality (NCTQ) textbook guidance in selecting core and ancillary texts. Board staff said programs have revised syllabi to move from foundational elements (oral language, phonological awareness, phonics) through fluency, vocabulary and comprehension and have realigned field experiences so candidates practice targeted reading skills in supervised placements.

Doctor Amy Jones, who the department identified with the Alabama Reading Initiative and related literacy work, told the board that higher‑education faculty have either completed or registered for LETRS (Language Essentials for Teachers of Reading and Spelling) training and that institutions are recording model videos and conducting observations so candidates receive coaching in science‑of‑reading practices. State staff also described three recent site visits—Troy University, Stillman College and Tuskegee University—held as part of the continuous improvement process; the visits included interviews with deans, certification directors, faculty and students.

Deans and faculty who spoke described their institutions’ changes and the collaborative process. Leslie Sheek, assistant dean for accreditation and assessment at the University of Alabama at Birmingham, and other deans said institutions exchanged syllabi and textbooks with one another, reviewed external materials, and adjusted assessments and quality assurance processes. Several presenters described direct training work and symposiums with school districts.

State staff said these seven programs had been operating under conditional approvals and that the department will recommend formal approval because the programs addressed the Barksdale recommendations and aligned core coursework and textbooks to NCTQ guidance. New higher‑education standards tied to reading will be presented to the board next month, staff said, and institutions will be expected to implement them as they move forward.

Board members praised the cross‑institution collaboration described in the presentations and asked for a more detailed report next month on the higher‑education standards and the formal approvals staff will recommend.