(a)Beginning August 1, 2022, the State Superintendent of Education, through the Office of Mathematics Improvement, shall convene and oversee a Postsecondary Mathematics Task Force to develop guidelines for institutions of postsecondary education to train early childhood and elementary mathematics teachers based on current research. The guidelines shall include course structure and content based on the recommendations of the National Council of Teachers of Mathematics, the Conference Board of the Mathematics Sciences, the United States Department of Education, and the Mathematics Sciences Research Institute. Guidelines shall go into effect on August 1, 2024. The membership of the Postsecondary Mathematics Task Force shall include all of the following:
(1)The Director of the Office of Math
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(a) Beginning August 1, 2022, the State Superintendent of Education, through the Office of Mathematics Improvement, shall convene and oversee a Postsecondary Mathematics Task Force to develop guidelines for institutions of postsecondary education to train early childhood and elementary mathematics teachers based on current research. The guidelines shall include course structure and content based on the recommendations of the National Council of Teachers of Mathematics, the Conference Board of the Mathematics Sciences, the United States Department of Education, and the Mathematics Sciences Research Institute. Guidelines shall go into effect on August 1, 2024. The membership of the Postsecondary Mathematics Task Force shall include all of the following:
(1) The Director of the Office of Mathematics Improvement.
(2) A certification administrator appointed by the State Superintendent of Education.
(3) Two instructors employed by a public four-year institution of higher education physically located within this state, who have experience teaching elementary mathematics methods, appointed by the Alabama Commission on Higher Education.
(4) One department head of elementary education employed by a public four-year institution of higher education physically located within this state, appointed by the Governor.
(5) One local superintendent of education, appointed by the School Superintendents of Alabama.
(6) One K-5 public school teacher with experience mentoring teacher interns, employed at a school containing grades K-5, appointed by the executive committee of the Alabama Council of Teachers of Mathematics.
(7) One K-5 public school special education teacher, with experience teaching elementary mathematics, appointed by the State Superintendent of Education.
(8) One public school principal employed at a school containing grades K-5, with experience with teacher interns, appointed by the Council for Leaders in Alabama Schools.
(9) Two K-5 school-based mathematics coaches, employed at a public school containing grades K-5, appointed by the Executive Director of the Alabama STEM Council.
(10) Two K-5 mathematics specialists, employed at a school containing grades K-5, appointed by the State Superintendent of Education.
(11) Three additional members, appointed by the Governor.
(b) The appointing authorities shall coordinate their appointments to ensure the Postsecondary Mathematics Task Force membership is inclusive and reflects the racial, gender, geographic, urban, rural, and economic diversity of the state.
(c) No later than December 31, annually, the Alabama Commission on Higher Education shall submit to the Governor, the Lieutenant Governor, the Speaker of the House of Representatives, the President Pro Tempore of the Senate, the Chair of the House Ways and Means Education Committee, the Chair of the Senate Finance and Taxation Education Committee, the Chair of the House Education Policy Committee, the Chair of the Senate Education Policy Committee, the Minority Leader of the House of Representatives, and the Minority Leader of the Senate a report on the status of the implementation and adoption of the mathematics education guidelines for postsecondary institutions, the number of subject matter college level semester hours earned, the status of partnerships between educator preparation faculty and mathematics faculty, and the percentage of passing scores on State Board of Education approved assessments for candidates seeking educator certification in mathematics at any grade level, as well as the mathematics section on State Board of Education approved assessments for those seeking certification in early childhood or elementary education. The report shall be conspicuously published on the website of the department.
(d) Educator preparation programs approved by the State Board of Education shall incorporate learning specific to the condition known as dyscalculia, including early warning signs, screening, and recommendations for interventions found to be successful.
(e) As a requirement of initial licensure candidates for early childhood or elementary mathematics certification, prospective teachers shall receive a passing score, as determined by the State Board of Education, on the appropriate foundational mathematics assessment for the grade band associated with each certificate.
(f) A comprehensive, independent review of the requirements of this section shall be conducted every four years by an external consultant at the direction of the State Superintendent of Education. A report summarizing that review shall be provided by the State Superintendent of Education to the Director of the Office of Mathematics Improvement. A summary of the report shall be conspicuously published on the website of the department.