Early Childhood Preparation Policy
The state should ensure that early childhood candidates meet appropriate academic requirements. This goal was new in 2017 and was not graded.
Alabama requires early childhood education candidates to earn a bachelor's degree and "a teaching field of at least 32 semester hours with at least 19 semester hours of upper-division credit." In addition to these requirements, the state's new PreK-K license specifies that the coursework must include "at least 18 semester hours of courses specific to child development and/or early childhood education."
Praxis Test Requirement www.ets.org Alabama Administrative Code (AAC) 290-3-3-.01 through .05 PreK-K License AAC 290-3-3-.04.01 https://docs.google.com/a/nctq.org/document/d/1TrGMkRtITTJHfznIzA3Y4GjhVRS1PBgyNC9u6ViXVwk/edit?usp=sharing
Due to Alabama's strong policies in this area, no recommendations are provided.
Alabama was helpful in providing NCTQ with facts necessary for this analysis.
The available research finds mixed results on whether having at least a bachelor's degree makes preschool teachers more effective. However, these conflicting results may be more indicative of the fact that current training programs that certify teachers to teach preschool (and often cover a wide span of elementary grades as well) pay too little attention to the requirements for teaching preschool. Despite the inconclusive research, the National Academies of Sciences, the National Institute for Early Education Research, and a number of other organizations support requiring at least a bachelor's degree for preschool teachers for several reasons. These reasons include that teaching preschool should be considered a career as important and complex as teaching K-12 classes, and so this role is deserving of the same educational requirements; this degree requirement would create greater consistency between the preschool and K-12 workforces; and preschool teachers would benefit from a foundation in liberal arts coursework that gives them a firm grounding in a range of content that they will teach, much like what elementary teachers need.
However, to make a training program meaningful, it needs to be narrowly targeted to the early childhood grades. As the grade span of a teaching certification broadens, training programs are less likely to provide the specific emergent literacy and oral language skills that preschool teachers need.  To support this focus and to make training for teachers more meaningful, the state should require that preschool teachers have a specialization in early childhood (rather than, for example, a bachelor's degree in K-6 teaching), or can demonstrate that they have the knowledge needed to teach early childhood.