Ala. Admin. Code r. 290-3-3-.09

Current through Register Vol. 43, No. 1, October 31, 2024

Section 290-3-3-.09 - Middle-Level Teaching Fields (Grades 4-8)

(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.

Ala. Admin. Code r. 290-3-3-.09

New Rule: December 19, 1978. Amended: Filed December 13, 1990; effective February 1, 1991. Repealed and Replaced: Filed January 9, 1997; effective February 13, 1997; operative July 1, 1997. Repealed and New Rule: Filed September 11, 2003; effective October 16, 2003. Repealed and New Rule: Filed July 13, 2004; effective August 17, 2004. Repealed and New Rule: April 14, 2005; effective May 19, 2005. Repealed and New Rule: Filed August 6, 2007; effective September 10, 2007.

Reserved by Alabama Administrative Monthly Volume XXXIII, Issue No. 11, August 31, 2015, eff. 9/17/2015.

Amended by Alabama Administrative Monthly Volume XXXVII, Issue No. 12, September 30, 2019, eff. 12/14/2019.

Amended by Alabama Administrative Monthly Volume XXXIX, Issue No. 11, August 31, 2021, eff. 10/15/2021.

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.