Candidate Proficiencies Aligned with Expectations in Professional, State, and Institutional Standards

From its beginning, the University of Alabama at Birmingham has been committed to accreditation and the alignment of programs to national standards. UAB has been accredited by the Southern Association of Colleges and Schools since 1969.  Professional schools are not only encouraged, but expected to hold professional and programmatic accreditation. Every program in the University that has sought professional accreditation has achieved it.  Discipline-based accreditations within the university that are relevant to the professional education unit include: National Association of Schools of Art and Design, National Association of Schools of Music, and the American Chemical Society.

The unit received State Department of Education approval of its programs in1969 and was accredited by NCATE in 1989.  Unit faculty believe that all professional education programs must have explicit outcomes that are based on professional standards and have developed coherent initial and advanced programs that reflect exemplary practice across all professional education programs (see Belief Statement #7).   

The overriding goal of the unit is to consistently, relentlessly achieve the primary purpose of preparing reflective professionals for success in diverse communities.  More specific goals are identified by the outcomes adopted by each program area. The outcomes for each program area are listed below:

Educational Leadership

            • Vision of Learning

            • School Culture

            • Learning Environment

            • Community Involvement

            • Ethics and Integrity

            • Political, Social, Economics, Legal and Cultural Context

            • Appropriate Professional Dispositions


School Counseling


            • Professional Identity

            • Social and Cultural Foundations

            • Human Growth and Development

            • Career Development

            • Helping Relationships

            • Group Work

            • Assessment

            • Research and Evaluation

            • Technology

            • School Counseling Program

            • Collaboration

            • School Climate

            • Advocacy

            • Reflective Practice

            • Appropriate Professional Dispositions


Teacher Education


            • Knowledge of Subject Matter

            • Knowledge of Human Development and Learning

            • Diversity

            • Multiple Instructional Strategies

            • Learning Environment

            • Communication

            • Instructional Planning Skills, including Technology

            • Assessment

            • Professional Commitment/Responsibility

            • Partnership/Collaboration

            • Social, Historical, Philosophical Foundations

            • Appropriate Professional Dispositions


These outcomes are derived from the following professional standards of the respective academic areas:


Alabama State Department of Education


The state of Alabama has been recognized by NCATE as a partnership state since 1988 and has aligned its review process with NCATE 2000 Standards.  In addition to NCATE standards, all state initial and advanced teacher certification programs are modeled after the Interstate New Teacher Assessment and Support Consortium (INTASC) as reflected in the professional studies section of the Alabama Code.  The state technology standards are aligned with the International Society for Technology in Education (ISTE) standards.  The professional education unit rigorously adheres to the Alabama State Department of Education standards for initial and advanced teacher education, educational administration, and school counseling programs.  


Interstate New Teacher Assessment and Support Consortium (INTASC)


In addition to meeting state standards, the unit has mapped its teacher preparation programs directly to the INTASC standards.  These standards serve as the basis for the unit’s desired outcomes of its teacher candidates which include: (1) knowledge of subject matter; (2) knowledge of development and learning; (3) diversity; (4) multiple instructional strategies; (5) learning environment; (6) communication; (7) instructional planning skills including technology; (8) assessment; (9) professional commitment/responsibility/reflect; and (10) collaboration/professionalism.

Interstate School Leaders Licensure Consortium (ISLLC)

The unit has aligned the educational administration program with the six ISLLC standards.  The standards serving as the basis of the program include:  (1) vision of learning; (2) school culture; (3) learning environment; (4) community involvement; (5) ethics and integrity; (6) political, social, economics, legal and cultural context. 

Council for Accreditation of Counseling and Related Educational Programs (CACREP)

For candidates seeking certification in school counseling, the unit has aligned the program with the CACREP standards.  The standards serving as the basis of the program are: (1) professional identity; (2) social and cultural foundations; (3) human growth and development; (4) career development; (5) helping relationships; (6) group work; (7) assessment; (8) research and evaluation; (8) technology; (9) school counseling program; (10) collaboration; (11) school climate; (12) advocacy; (13) reflective practice.

National Council for Accreditation of Teacher Education Standards (NCATE)

The professional education unit is equally committed to meeting the six revised 2002 NCATE standards in its initial and advanced certification programs.  These include: (1) candidate knowledge, skills, and dispositions; (2) assessment system and unit evaluations; (3) field experiences and clinical practice; (4) diversity; (5) faculty qualifications, performance, and development; (6) unit governance and resources.

National Board for Professional Teaching Standards (NBPTS)

For candidates seeking advanced degrees in teacher education, the unit continues to refine its programs to align more closely with NBSTS standards.  The five core propositions: (1) teachers are committed to students and their learning; (2) teachers know the subjects they teach and how to teach those subjects to students; (3) teachers are responsible for managing and monitoring student learning; (4) teachers think systematically about their practice and learn from experience; and (5) teachers are members of learning communities, serve as the basis for the refinement of these programs.    

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