Current through Register Vol. 42, No. 11, August 30, 2024
(1)
Rationale. Great teacher
preparation for middle grade teachers is not the same as great teacher
preparation for secondary teachers. "Early adolescence is a period of both
enormous opportunities and tremendous risks" (Jackson et al. 2000). One of the
most critical challenges in improving high school graduation rates may be
ensuring a high level of quality in middle grades coursework and course
performance. Middle grade teachers have the responsibility of planning and
implementing developmentally appropriate, rigorous and quality middle grade
coursework and curriculum in classrooms that engage students intellectually,
emotionally, socially, and behaviorally in learning. The Association for Middle
Level Education (AMLE) standards for teacher preparation provide a benchmark
for middle level teacher preparation programs and serve to highlight the
nuances of top-quality preparation of teachers for employment in the middle
grades. These rules are effective for new programs submitted for review May 1,
2019, and thereafter. A middle-level program also must meet Rule
290-3-3-.10.,.11,.12
or.13.
(2)
Middle Level
Standards Applicable to All Teaching Fields. The following standards
were adapted from the Association for Middle Level Education.
(a)
Young Adolescent
Development. Middle level teacher candidates understand the major
concepts, principles, theories, and research underlying the philosophical
foundations of developmentally responsive middle level programs and schools.
They work successfully within middle level programs and practices such as
interdisciplinary teaming, advisory programs, flexible block schedules, and
common teacher planning time. They relate positively to manifestations of young
adolescent development and the diversity of learners. They demonstrate their
ability to apply this knowledge when making curricular decisions, planning and
implementing instruction, participating in middle level programs and practices,
and providing healthy and effective learning environments for all young
adolescents. Effective teacher preparation programs provide multiple and
continuing opportunities for middle level teacher candidates to learn about the
unique characteristics, needs, and interests of young adolescents and to
document their ability to use the knowledge gained in their practice.
(b)
Curriculum. Middle level
teacher candidates understand and use the central concepts, standards,
research, and structures of content to plan and implement middle level
curriculum that develops all young adolescents' competence in subject matter.
They use their knowledge and available resources to design, implement, and
evaluate challenging, developmentally responsive curriculum that results in
meaningful learning outcomes. Middle level teacher candidates demonstrate a
depth and breadth of subject matter content knowledge in the subjects they
teach and assist all young adolescents in understanding the interdisciplinary
nature of knowledge. Middle level teacher candidates use their
knowledge of local, state, and national standards to frame their teaching. They
draw on their knowledge of these standards to design, implement, and evaluate
developmentally responsive, meaningful, and challenging curriculum for all
young adolescents. They design and teach curriculum that is responsive to all
young adolescents' local, national, and international histories,
language/dialects, and individual identities (e.g., race, ethnicity, culture,
age, appearance, ability, socioeconomic status, family composition). They use
information literacy skills and state-of-the-art technologies to enhance their
teaching.
(c)
Philosophy and
School Organization. Middle level teacher candidates understand middle
level philosophy and school organization. They understand the major concepts,
principles, theories, and research underlying the philosophical foundations of
developmentally responsive middle level programs and schools, and they work
successfully within middle level programs and practices such as
interdisciplinary teaming, advisory programs, flexible block schedules, and
common teacher planning time. Well-prepared middle level teacher candidates
demonstrate their knowledge of the philosophical underpinnings of middle level
education and document their ability to use this knowledge in their practice.
They can articulate the rationale for developmentally responsive programs and
practices such as interdisciplinary teaming and advisory programs, and they use
this knowledge within the context of a range of school settings. Middle level
teacher candidates exhibit a commitment to developmentally responsive
organizational structures that foster socially equitable programs and practices
that enhance the education and well-being of all young adolescents. They
demonstrate their ability to participate successfully in best practices that
are supported by the middle-level knowledge base in a variety of school
settings.
(d)
Instruction and
Assessment. Middle level teacher candidates understand, use, and reflect
on the major concepts, principles, theories, and research related to
data-informed instruction and assessment. They employ a variety of
developmentally appropriate instructional strategies, information literacy
skills, and technologies to meet the learning needs of all young adolescents
(e.g., race, ethnicity, culture, age, appearance, ability, socioeconomic
status, family composition). Well-prepared middle level teacher candidates
demonstrate their ability to use a wide range of assessments to inform their
decisions about instruction. They use multiple methods of formative and
summative assessments to engage young adolescents in their own learning. Middle
level teacher candidates document their ability to draw upon their subject
matter knowledge when planning instruction, teaching, and conducting
assessments. They enhance student learning, information literacy skills (e.g.,
critical thinking, problem solving, evaluation of information gained), and
technology skills in the students they teach. Middle level teacher candidates
prepare young adolescent learners for the demands of particular assessment
formats and make accommodations in assessments for learners with
exceptionalities and language learning needs. They employ technology to support
assessment practices that engage young adolescents in assessing their own
learning needs and interests.
(e)
Professional Roles. Middle level teacher candidates understand
their complex professional roles as teachers of young adolescents. These
specialized professional roles constitute one of the primary differences in
specialized middle level teacher preparation programs and professional
preparation programs designed to prepare teachers of young children for the
primary grades or older adolescents at the senior high school level. Teacher
candidates engage in practices and behaviors that develop their competence as
middle level professionals.
They are informed advocates for young adolescents and middle
level education, and work successfully with colleagues, families, community
agencies, and community members. Middle level teacher candidates demonstrate
positive dispositions and engage in ethical professional behaviors.
(3)
Options. In addition to meeting Rules
290-3-3-.03(6)(a)1. -4.,
290-3-3-.03(6)(e)1. and 2.(i)-(ii),
290-3-3-.04,
290-3-3-.05,
and 290-3-3-.09(2)(a) -(e), an institution has four options for the preparation
of middle-level teachers based on completion of a comprehensive teaching field:
(a)
English Language Arts. The
total program must include at least 9 semester hours in the teaching of
reading (strategies for analyzing reading difficulties and improving reading
performance) and at least 21 semester hours of English language arts
courses, not professional educator preparation courses, spread across content
to include literature, grammar (language use and vocabulary), writing,
speaking, listening, and visual literacy.
(b)
Mathematics. The total
program must include at least 6 semester hours in the teaching of reading and
writing for mathematics literacy (strategies for analyzing reading difficulties
and improving reading performance) and at least 24 semester hours of
mathematics courses, not professional educator preparation courses, spread
across content to include the number system, expressions and equations,
algebra, geometry, measurement and data, proportional relationships, and
statistics.
(c)
General
Science. The total program must include at least 6 semester hours in the
teaching of reading and writing for science literacy (strategies for analyzing
reading difficulties and improving reading performance) and at least 24
semester hours of science courses, not professional educator preparation
courses, spread across content to include physical sciences; life sciences;
Earth and space sciences; engineering, technology, and applications of science;
the history and nature of science; and science safety.
(d)
General Social Studies. The
total program must include at least 6 semester hours in the teaching of reading
and writing for social studies literacy (strategies for analyzing reading
difficulties and improving reading performance) and at least 24 semester of
social studies courses, not professional educator preparation courses, hours
spread across content to include world, United States, and Alabama history;
political science; geography; and economics.
(4)
Teaching Field Specific Methods
Course. Each middle level teaching field shall be supported by a methods
course specific to the teaching field and grade span and focused on teaching
the content reflected in Alabama Course of Study for the teaching field.
Methods courses for a comprehensive middle level teaching field shall not be
combined with methods courses for other teaching fields or grade spans.
Additional information is provided in Rule
290-3-3-.03(6)(c)2.
(5)
Classroom Management and Diversity
Course. Each middle level teaching field shall be supported by a
classroom management course specific to middle grades and designed to prepare
prospective teachers to manage middle level classrooms of diverse
students.
Previous Rule.07 was renumbered.09 per certification
published August 31, 2021; effective October 15,
2021.
Author: Dr. Eric G. Mackey
Statutory Authority:
Code of Ala.
1975, §§
16-3-16,
16-23-14.
