Ala. Admin. Code r. 290-3-3-.44

Current through Register Vol. 42, No. 10, July 31, 2024

Section 290-3-3-.44 - Gifted (Grades P-12)

(1)Unconditional Admission to a Gifted Program. The program must meet the requirements in Rule 290-3-3-.41. Initial certification in Gifted is at the Class A level. Requirements for unconditional admission to the program include at least a valid bachelor's-level professional educator certificate in a teaching field. If an individual is unconditionally admitted to an Alabama Class A program based on a valid bachelor's- or master's-level professional educator certificate from another state, completes a Class A program, and subsequently applies for Alabama certification at the Class A level, then the individual must hold at least a valid Class B certificate before applying for Class A certification.

(2)Program Curriculum. These rules have been aligned with the teacher preparation standards of the Council for Exceptional Children (CEC) and build upon the Alabama Core Teaching Standards.

(a)Learner Development and Individual Learning Differences. Candidates understand the variations in learning and development in cognitive and affective areas between and among gifted individuals and apply this understanding to provide meaningful and challenging learning experiences for gifted individuals. Candidates:

1. Understand how language, culture, economic status, family background, and/or area of disability can influence the learning of individuals with exceptionalities.

2. Use understanding of development and individual differences to respond to the needs of gifted individuals.

(b)Learning Environments. Candidates create safe, inclusive, and culturally responsive learning environments so that gifted individuals become active and effective learners and develop emotional well-being, positive social interactions, and self-determination. Candidates:

1. Create safe, inclusive, culturally responsive learning environments that engage gifted individuals in meaningful and rigorous learning activities and social interactions.

2. Use communication and motivational and instructional intervention to facilitate understanding of subject matter and to teach gifted individuals how to adapt to different environments and develop ethical leadership skills.

3. Adjust their communication to an individual's language proficiency and cultural and linguistic differences.

4. Demonstrate understanding of the multiple environments that are part of the continuum of services for gifted individuals, including the advantages and disadvantages of various settings and teach them how to adapt to the expectations and demands of differing environments.

(c)Curricular Content Knowledge. Candidates use knowledge of general and specialized curricula to advance learning for gifted individuals. Candidates:

1. Understand the role of central concepts, structures of the discipline, and tools of inquiry of the content they teach, and use their understanding to organize knowledge, integrate cross-disciplinary skills, and develop meaningful learning progressions within and across grade levels.

2. Design appropriate learning and performance modifications for gifted individuals that enhance creativity, acceleration, depth and complexity in academic subject matter and specialized domains.

3. Use assessments to select, adapt, and create materials to differentiate instructional strategies and general and specialized curricula to challenge gifted individuals.

4. Understand that gifted individuals demonstrate a wide range of advanced knowledge and performance levels and modify the general or specialized curriculum appropriately.

(d)Assessment. Candidates use multiple methods of assessment and data sources in making educational decisions about identification of gifted individuals and student learning. Candidates:

1. Understand that some groups of gifted individuals have been underrepresented in gifted education programs and select and use technically sound formal and informal assessments that minimize bias.

2. Use knowledge of measurement principles and practices to differentiate assessments and interpret results to guide educational decisions for gifted individuals.

3. Collaborate with colleagues and families in using multiple types of assessment information to make identification and learning progress decisions and to minimize bias in assessment and decision-making.

4. Use assessment results to develop long- and short-range goals and objectives that take into consideration an individual's abilities and needs, the learning environment, and other factors related to diversity.

5. Understand the various child-find processes and strategies to elicit gifted behaviors in the strength areas and minimize bias.

6. Engage gifted individuals in assessing the quality of their own learning and performance and in setting future goals and objectives.

(e)Instructional Planning and Strategies. Candidates select, adapt, and use a repertoire of evidence-based instructional strategies to advance the learning of gifted individuals. Candidates:

1. Know principles of evidence-based, differentiated, and accelerated practices and possess a repertoire of instructional strategies to enhance the critical and creative thinking, problem-solving, and performance skills of gifted individuals.

2. Apply appropriate technologies to support instructional assessment, planning, and delivery for gifted individuals.

3. Collaborate with families, professional colleagues, and other educators to select, adapt, and use evidence-based strategies that promote challenging learning opportunities in general and specialized curricula.

4. Emphasize the development, practice, and transfer of advanced knowledge and skills across environments throughout the lifespan leading to creative, productive careers in a multicultural society for gifted individuals.

5. Use instructional strategies that enhance the affective development of gifted individuals.

6. Develop and implement state documents and regulations, (i.e., Gifted Education Plans [GEP] and Standards and Student Outcomes).

(f)Professional Learning and Ethical Practice. Candidates use foundational knowledge of the field and professional ethical principles and programming standards of the Council for Exceptional Children and the National Association for Gifted Children to inform gifted education practice, to engage in lifelong learning, and to advance the profession. Candidates:

1. Use professional ethical principles and specialized program standards to guide their practice.

2. Understand how foundational knowledge, perspectives, and historical and current issues influence professional practice and the education and treatment of gifted individuals in school and society.

3. Model respect for diversity, understanding that it is an integral part of society's institutions and impacts learning of gifted individuals in the delivery of gifted education services.

4. Are aware of their own professional learning needs, understand the significance of lifelong learning, and participate in professional activities and learning communities.

5. Advance the profession by engaging in activities such as advocacy and mentoring.

6. Are familiar with and use state documents and regulations (i.e., Second Grade Child Find Procedures, Help Document, and advanced curriculum guides).

(g)Collaboration. Candidates collaborate with families, other educators, related-service providers, gifted individuals, and personnel from community agencies in culturally responsive ways to address the needs of gifted individuals across a range of learning experiences. Candidates:

1. Apply elements of effective collaboration.

2. Serve as a collaborative resource with colleagues.

3. Use collaboration to promote the well-being of gifted individuals across a wide range of settings, experiences, and collaborators.

(3)Requirements for Certification for Teachers of Gifted Students. Readiness to serve as a teacher of gifted students shall include:

(a) An official transcript from a regionally accredited institution documenting an earned master's degree.

(b) 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 meeting requirements for unconditional admission to a Class A program July 1, 2017, and 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 one level of certification may not be used to meet the requirement for a higher level of certification.

(c) Satisfactory completion of a State-approved program with a minimum GPA of 3.0 on all courses in the Alabama State Board of Education approved educator preparation program. Effective for candidates unconditionally admitted to a Class A Gifted program July 1, 2017, and thereafter, satisfactory completion of a State-approved program with a minimum GPA of 3.25 on all courses in the Alabama State Board of Education approved program.

(d) Competence to teach gifted students as demonstrated in an internship of at least 300 clock hours that complies with Rule 290-3-3-.03(6)(e)2.(i) and Rule 290-3-3-.41(5)(e).

(e) A valid Class B Professional Educator Certificate in a teaching field.

(4)Testing for Certification of Teachers of Gifted Students. Applicants for initial certification in Gifted through the completion of a Class A program must meet the Praxis requirements of the Alabama Educator Certification Assessment Program (AECAP) as a precondition for certification. Additional information is in Rule 290-3-3-.41(6).

(5)Interim Employment Certificate. An Interim Employment Certificate (IEC) allows a superintendent or administrator to employ an applicant who is completing requirements for initial Class A certification in some teaching fields through a State-approved Class A program at an Alabama institution. Additional information, including requirements and restrictions, is provided in the current Educator Certification Chapter of the Alabama Administrative Code.

Ala. Admin. Code r. 290-3-3-.44

New Rule: February 13, 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. Amended: Filed June 14, 1999; effective July 19, 1999. Amended: Filed March 14, 2002; effective April 18, 2 002. 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. Amended: Filed April 9, 2009; effective May 14, 2 009. 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 XXXVIII, Issue No. 11, August 31, 2020, eff. 10/15/2020.

Amended by Alabama Administrative Monthly Volume XXXIX, Issue No. 01, October 30, 2020, eff. 12/14/2020.

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

Previous Rule.43 was renumbered.44 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, 16-39-5.