Ala. Admin. Code r. 290-3-3-.54

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

Section 290-3-3-.54 - Teacher Leader (Grades P-12)

(1)Rationale. To realize the mission of enhancing school leadership among teacher leaders in Alabama resulting in the improvement of academic achievement for all students, prospective teacher leaders must have opportunities to work collaboratively with school administrators, colleagues, students, parents and families, and the larger community to achieve school-wide goals. Teacher leaders adhere to the Alabama Educator Code of Ethics and model the use of the Alabama Professional Development Standards when providing learning opportunities for their colleagues. Standards for the preparation of teacher leaders reflect the National Network of State Teachers of Year Model Teacher Leader Standards.

(a) Program content should be primarily focused on supporting the development and improving the practice of shared leadership.

(b) All candidates should understand and be able to support leadership that is shared with all stakeholders to increase student learning.

(c) All candidates must support the concept and the practice of collective learning with faculties and schools.

(2)Unconditional Admission to a Teacher Leader Program. Initial certification for a teacher leader shall be at the Class AA level.

(a) Criteria for unconditional admission to teacher leader programs shall include:

1. A valid master's level professional educator certificate in any teaching field or area of instructional support.

2. A minimum of three full years of full-time teaching experience in a P-12 setting.

3. A portfolio containing:

(i) Three letters of recommendation.

(ii) Evidence of ability to positively affect student achievement.

(iii) Evidence of collaborative leadership potential.

(b) If an individual is unconditionally admitted to an Alabama Class AA teacher leader program based on a valid master's level professional educator certificate in a teaching field or area of instructional support from another state, completes the Class AA teacher leader program, and subsequently applies for Class AA teacher leader certification, then the individual must hold at least a valid Class A Professional Educator Certificate in a teaching field or area of instructional support before applying for Class AA certification.

(3)Program Requirements. Each State-approved program must:

(a) Include at least 30 semester hours of course work at the education specialist level or above and not used for prior-level certification or degree in any teaching field or area of instructional support.

(b) Include periodic focus sessions for candidates to share problem-based concerns and successes and to collaborate on issues and solutions.

(c) Include meaningful P-12 school-based field experiences in any teacher leader course used to meet a teacher leader standard.

(d) Include a minimum of six semester hours reserved for a problem-based research project in a school or school system.

(4)Collaboration. The program should include:

(a) Joint curriculum design.

(b) Joint mentoring decisions.

(c) Joint planning for field experiences.

(d) Joint planning for the problem-based research project.

(5)Curriculum of a Teacher Leader Program. Teacher leaders are prepared to work with colleagues across all teaching fields to improve instruction and to enhance learning opportunities for P-12 students. In addition to meeting Rule 290-2-2 -.46(2)(a) -(e), the program must ensure preparation in:

(a)Fostering a Collaborative Culture to Support Educator Development and Student Learning. The teacher leader understands the principles of adult learning and knows how to develop a collaborative culture of collective responsibility in the school. The teacher leader uses this knowledge to promote an environment of collegiality, trust, and respect that focuses on continuous improvement in instruction and student learning. The prospective teacher leader demonstrates ability to:

1. Utilize group processes to help colleagues work collaboratively to solve problems, make decisions, manage conflict, and promote meaningful change.

2. Model effective skills in listening, presenting ideas, leading discussions, clarifying, mediating, and identifying the needs of self and others in order to advance shared goals and professional learning.

3. Employ facilitation skills to create trust among colleagues, develop collective wisdom, build ownership and action that supports student learning.

4. Strive to create an inclusive culture where diverse perspectives are welcomed in addressing challenges.

5. Use knowledge and understanding of different backgrounds, ethnicities, cultures, and languages to promote effective interactions among colleagues.

(b)Accessing and Using Research to Improve Practice and Student Learning. The teacher leader understands how research creates new knowledge, informs policies and practices and improves teaching and learning. The teacher leader models and facilitates the use of systematic inquiry as a critical component of teachers' ongoing learning and development. The prospective teacher leader demonstrates ability to:

1. Assist colleagues in accessing and using research in order to select appropriate strategies to improve student learning.

2. Facilitate the analysis of student learning data, collaborative interpretation of results, and application of findings to improve teaching and learning.

3. Support colleagues in collaborating with the higher education institutions and other organizations engaged in researching critical educational issues.

4. Teach and support colleagues to collect, analyze, and communicate data from their classrooms to improve teaching and learning.

(c)Promoting Professional Learning for Continuous Improvement. The teacher leader understands the evolving nature of teaching and learning, established and emerging technologies, and the school community. The teacher leader uses this knowledge to promote, design, and facilitate job-embedded professional learning aligned with school improvement goals. The prospective teacher leader demonstrates ability to:

1. Collaborate with colleagues and school administrators to plan professional learning that is team-based, job-embedded, sustained over time, aligned with content standards, and linked to school/district improvement goals.

2. Use information about adult learning to respond to the diverse learning needs of colleagues by identifying, promoting, and facilitating varied and differentiated professional learning.

3. Facilitate professional learning among colleagues.

4. Identify and use appropriate technologies to promote collaborative and differentiated professional learning.

5. Work with colleagues to collect, analyze, and disseminate data related to the quality of professional learning and its effect on teaching and student learning.

6. Advocate for sufficient preparation, time, and support for colleagues to work in teams to engage in job-embedded professional learning.

7. Provide constructive feedback to colleagues to strengthen teaching practice and improve student learning.

8. Use information about emerging education, economic, and social trends in planning and facilitating professional learning.

(d)Facilitating Improvements in Instruction and Student Learning. The teacher leader demonstrates a deep understanding of the teaching and learning processes and uses this knowledge to advance the professional skills of colleagues by being a continuous learner and modeling reflective practice based on student results. The teacher leader works collaboratively with colleagues to ensure instructional practices are aligned to a shared vision, mission, and goals. The prospective teacher leader demonstrates ability to:

1. Facilitate the collection, analysis, and use of classroom- and school-based data to identify opportunities to improve curriculum, instruction, assessment, school organization, and school culture.

2. Engage in reflective dialog with colleagues based on observation of instruction, student work, and assessment data and helps make connections to research-based effective practices.

3. Support colleagues' individual and collective reflection and professional growth by serving in roles such as mentor, coach, and content facilitator.

4. Serve as a team leader to harness the skills, expertise, and knowledge of colleagues to address curricular expectations and student learning needs.

5. Use knowledge of existing and emerging technologies to guide colleagues in helping students skillfully and appropriately navigate the universe of knowledge available on the Internet, use social media to promote collaborative learning, and connect with people and resources around the globe.

6. Promote instructional strategies that address issues of diversity and equity in the classroom and ensures that individual student learning needs remain the central focus of instruction.

(e)Promoting the Use of Assessments and Data for School and District Improvement. The teacher leader is knowledgeable about current research on classroom- and school-based data and the design and selection of appropriate formative and summative assessment methods. The teacher leader shares this knowledge and collaborates with colleagues to use assessment and other data to make informed decisions that improve learning for all students and to inform school and district improvement strategies. The prospective teacher leader demonstrates ability to:

1. Increase the capacity of colleagues to identify and use multiple assessment tools aligned to state and local standards.

2. Collaborate with colleagues in the design, implementation, scoring, and interpretation of student data to improve educational practice and student learning.

3. Create a climate of trust and critical reflection in order to engage colleagues in challenging conversations about student learning data that lead to solutions to identified issues.

4. Work with colleagues to use assessment and data findings to promote changes in instructional practices or organizational structures to improve student learning.

(f)Improving Outreach and Collaboration with Families and Community. The teacher leader understands that families, cultures, and communities have a significant impact on educational processes and student learning. The teacher leader works with colleagues to promote ongoing systematic collaboration with families, community members, business and community leaders, and other stakeholders to improve the educational system and expand opportunities for student learning. The prospective teacher leader demonstrates ability to:

1. Use knowledge and understanding of the different backgrounds, ethnicities, cultures, and languages in the school community to promote effective interactions among colleagues, families, and the larger community.

2. Model and teach effective communication and collaboration skills with families and other stakeholders focused on attaining equitable achievement for students of all backgrounds and circumstances.

3. Facilitate colleagues' self-examination of their own understandings of community culture and diversity and how they can develop culturally responsive strategies to enrich the educational experiences of students and achieve high levels of learning for all students.

4. Develop a shared understanding among colleagues of the diverse educational needs of families and the community.

5. Collaborate with families, communities, and colleagues to develop comprehensive strategies to address the diverse educational needs of families and the community.

(g)Advocating for Student Learning and the Profession. The teacher leader understands how educational policy is made at the local, state, and national level as well as the roles of school leaders, boards of education, legislators, and other stakeholders in formulating those policies. The teacher leader uses this knowledge to advocate for student needs and for practices that support effective teaching and increase student learning and serves as an individual of influence and respect within the school, community, and profession. The prospective teacher leader demonstrates ability to:

1. Share information with colleagues within and/or beyond the district regarding how local, state, and national trends and policies can impact classroom practices and expectations for student learning.

2. Work with colleagues to identify and use research to advocate for teaching and learning processes that meet the needs of all students.

3. Collaborate with colleagues to select appropriate opportunities to advocate for the rights and/or needs of students, to secure additional resources within the building or district that support student learning, and to communicate effectively with targeted audiences such as parents and community members.

4. Advocate for access to professional resources, including financial support and human and other material resources, that allow colleagues to spend significant time learning about effective practices and developing a professional learning community focused on school improvement goals.

5. Represent and advocate for the profession in contexts outside of the classroom.

(6)Requirements for Class AA Certification in Teacher Leader. Readiness to serve as a teacher leader shall include:

(a) At least a valid Class A Professional Educator Certificate or a valid Class A Professional Leadership Certificate. See Rule 290-3-3-.54(2)(b).

(b) An official transcript from a regionally accredited institution documenting an earned education specialist degree.

(c) A survey of special education course is required unless that course was taken for prior level certification. [See Rule 290-3-3-.01(51)] . An individual who completed a survey of special education course prior to the semester when the individual met requirements for unconditional admission to a Class AA program July 1, 2017, or thereafter, must take a course focused primarily on one of the following categories: methods of accommodating instruction to meet the needs of students with exceptionalities in inclusive settings, multicultural education, teaching English language learners, rural education, or urban education. A diversity course used to meet this requirement for Class A certification may not be used to meet the requirement for Class AA certification.

(d) Satisfactory completion of a State-approved program with a minimum GPA of 3.25 for all courses in the Alabama State Board of Education approved teacher leader program as verified on an official transcript. Effective for candidates unconditionally admitted to a Class AA teacher leader program July 1, 2017, and thereafter, satisfactory completion of a State-approved program with a minimum GPA of 3.50 on all courses in the Alabama State Board of Education approved teacher leader program.

(e) Satisfactory completion of a problem-based research project.

(7)Testing for Certification in Teacher Leader. Applicants for initial certification in teacher leader through the completion of a Class AA program must meet the Praxis requirements of the Alabama Educator Certification Assessment Program (AECAP) as a precondition of certification.

(8)Faculty. An institution shall meet the criteria listed below.

(a) The program shall include at least two faculty members who hold earned doctorates and are full-time to the EPP. One faculty member shall hold an earned doctorate in educational administration or instructional leadership and shall be actively involved in the preparation of instructional leaders at the Class AA level. One faculty member shall hold an earned doctorate and be actively involved in the preparation of teachers at the Class AA level for grades P-3, K-6, 6-12, or P-12.

(b) Faculty members shall teach courses required in the teacher leader preparation program, advise candidates seeking certification through program completion, and demonstrate a thorough understanding of current State initiatives.

Ala. Admin. Code r. 290-3-3-.54

New Rule: December 19, 1978. Amended: December 13, 1990; effective February 1, 1991. Repealed and Replaced: January 9, 1997; effective February 13, 1997; operative July 1, 1997. Amended: Filed March 14, 2002; effective April 18, 2002. 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. Repealed and New Rule: Filed August 3, 2009; effective September 7, 2009; operative October 1, 2009. Amended: Filed June 15, 2012; effective July 20, 2012.

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

Amended by Alabama Administrative Monthly Volume XXXVI, Issue No. 12, September 28, 2018, eff. 10/28/2018; operative 6/1/2019.

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

Previous Rule.52.01 was renumbered.54 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.