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Deans from UWA, University of Alabama and Alabama State brief board on teacher‑prep improvements
Summary
Deans and associate deans from three state institutions presented enrollment and completion data, described program redesigns tied to the science of reading and numeracy, and outlined recruitment and apprenticeship efforts.
Deans and senior faculty from the University of West Alabama, the University of Alabama and Alabama State University presented summaries of their educator‑preparation programs and progress on program improvement work required under state review.
University of West Alabama presenters highlighted enrollment and completer counts, noting elementary education remains the largest program and the institution’s “assistant to teacher” pathway for paraprofessionals. The UWA presenters said they have more than 200 “Teacher Connect” partnerships and plan apprenticeships in secondary and early childhood programs.
The University of Alabama presenter described a multi‑year review that reduced or restructured nonproducing programs, noted very low completer numbers in science education in recent reporting years and described an “accelerated master’s” route that allows some students to graduate with a Class A certification without first holding a Class B. The presenter said faculty are modifying program requirements to improve enrollment and completion, especially in math and science.
Alabama State University’s presenters described quality‑assurance changes: adoption of Watermark for data tracking, revised syllabi to align with the science of reading, faculty professional development and a literacy and reading committee that meets monthly. Alabama State said it held regional professional development and LETRS training and reported 19 completers in its programs last year.
Presenters from the three institutions said they are responding to findings in recent program reviews (including the Barksdale review), adjusting textbooks and coursework and coordinating with the state department on accreditation and program improvement. Board members asked about textbook changes, math content and the share of out‑of‑state students; the University of Alabama reported roughly 65% of its students are out of state and that the department credentialed 192 initial certification completers in the prior credentialing year.
Ending: Each institution said it will continue to work with the department on program realignment, apprenticeship and recruiting strategies; the board thanked presenters and did not take formal action during the presentations.
