Story: Lisa Sollie

UWA elementary education program achieves top marks in new report from the National Council on Teacher Quality 

The University of West Alabama’s undergraduate elementary teacher preparation program in the Julia S. Tutwiler College of Education has received an A+ from the (NCTQ) for its excellence in preparing future elementary teachers to teach reading effectively.

The report, , published on June 9, spotlights the University of West Alabama for meeting the standards set by literacy experts for coverage of the most effective methods of reading instruction. Specifically, this means the program is preparing aspiring teachers in all five components of scientifically based reading instruction, including phonemic awareness, phonics, fluency, comprehension, and vocabulary, and avoids many instructional practices that research has shown to be ineffective or counterproductive for teaching children to read.

“This recognition reflects our deep commitment to preparing future teachers with the knowledge, practice, and confidence they need to teach reading effectively from day one,” said Dr. Cheryl Lambert, College of Education dean. “Strong literacy instruction changes the trajectory of a child’s academic life, and we are proud that our elementary education program is grounded in research-based practices that support teachers, schools, and the students they serve.”

UWA’s elementary education program prepares teacher candidates through coursework, field experiences, and clinical practice designed to connect research-based instruction with the real needs of classrooms. The program emphasizes evidence-based literacy practices, strong partnerships with schools, and preparation for teaching in rural and diverse educational settings across Alabama and beyond.

“Every child deserves a teacher who has been well prepared to teach reading, and every teacher deserves the opportunity to enter the classroom ready to help students succeed,” said NCTQ President Heather Peske. “Across the country, many teacher preparation programs still do not fully align with the science of reading, but University of West Alabama is demonstrating what strong preparation can look like.”

NCTQ’s methodology is informed by a panel of reading experts, teacher preparation faculty, reading advocates, and measurement experts. To evaluate the quality of preparation being provided, a team of experts at NCTQ analyzed syllabi, including lecture schedules and topics, background reading materials, class assessments, assignments, and opportunities to practice instruction in required literacy courses for elementary teacher candidates at UWA. 

To earn an “A,” programs must demonstrate that coursework for future elementary teachers includes all five core components of scientifically based reading instruction and avoid teaching more than three instructional methods that are unsupported by the research on effective reading instruction. Earning an A+, indicates that programs exceed those targets and do not teach any instructional practices that are unsupported by research.

NCTQ is a nonpartisan research and policy organization dedicated to ensuring that every child has access to effective teachers. NCTQ believes a strong, diverse teacher workforce is critical for providing all students with equitable educational opportunities.

To learn more about UWA’s nationally recognized teacher preparation program, visit /programs/elementary-education-k-6/

See NCTQ’s report, for more information about the University of West Alabama’s coverage of the science of reading and to see how UWA compares to other programs in Alabama or across the country.

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Story: Lisa Sollie | Photo: Cody Ingram

UWA education major brings a student-first mindset to the classroom

When Aliyah Roney begins her first year of teaching this August, she’ll carry into her fourth-grade classroom a simple belief: her students have as much to teach her as she has to teach them.

That mindset grew from an unexpected path. Roney, who grew up in Millry, Alabama, hadn’t planned to become an educator, but a summer job with Alabama Rural Ministry in Tuskegee shifted her perspective. Working with children revealed a fascination with their curiosity, creativity, and the many ways they learn.

Recently, Roney was recognized with the University of West Alabama College of Education’s Outstanding Grit Award at its annual honors day, a testimony, faculty say, to her perseverance and commitment to learning.

“Aliyah always wants to learn more and clearly understand the subject matter so she will be fully prepared to help children learn,” noted Brenda Fortson, assistant professor of elementary education. “Her journey has not been easy, but she has faced every challenge with determination and courage and her experiences give her a unique understanding of the hidden challenges many children face.”

Roney will graduate from UWA on May 8, an achievement she once doubted was possible.

Diagnosed with Attention-Deficit/Hyperactivity Disorder before kindergarten, she said she often heard from teachers growing up that she wouldn’t “make it” in the real world because of her hyperactivity.

“When I was going through school, I don’t think that teachers were really taught how to understand students like me,” Roney said. “They didn’t understand our need to move while learning—that we just couldn’t sit still for long periods of time.”

There were moments in college when she questioned whether she should keep going. But she persisted, motivated by a vision of creating a classroom where students are free to be themselves.

At UWA, Roney found a supportive community within the College of Education. Faculty helped her adjust as a transfer student, and she built close friendships through the Wesley Foundation on campus. That environment, she said, helped her realize that being herself “was better than anything.”

A first-generation college student, Roney also credits her family for shaping her resilience. Her mother has been her biggest support, while her older brother—who continues to recover from a traumatic brain injury following a motorcycle accident—has shown her what perseverance looks like in everyday life.

Roney said she’s especially looking forward to teaching fourth grade, where collaboration among teachers plays a key role. As a first-year educator, she said the team environment will help ease the transition into her own classroom while giving her the chance to learn from more experienced teachers.

As she prepares for graduation, Roney said her approach to teaching is rooted in seeing students as individuals with their own perspectives and needs.

“Because they are all individuals, there are no two alike—even twins,” she said. “If you listen to them and are open to that, they will teach you a lot more than we could possibly imagine.”

For Roney, that philosophy is central to the kind of classroom she hopes to build, “one where students feel safe, supported, and free to grow through both their successes and mistakes.”

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Story: Lisa Sollie

Since the launch of its competency-based education (CBE) program, the University of West Alabama is working to move paraprofessionals into certified teaching roles more quickly to help address teacher shortages across the state.

Dr. Jan Miller serves as director of UWA’s competency-based education program, which launched January 2025 in the Julia S. Tutwiler College of Education. Miller said the initiative builds on paraprofessionals’ existing classroom experience while equipping them with the skills and competencies needed to become certified educators. Candidates must have at least three years of classroom experience and be enrolled online in one of UWA’s three education programs: elementary education, early childhood, or special education.

Miller said the University worked closely with the Alabama State Department of Education to identify the exact competencies candidates must master before earning certification. Faculty conducted extensive assessments and curriculum mapping to ensure coursework aligns with state-defined standards.

Through an evaluation tool called “Are you ready for CBE?” and a structured interview process, Miller reviews transcripts, work habits, and each candidate’s ability to work independently. She also assesses whether applicants are already serving in strong instructional roles and are prepared for the rigor of the program.

“Our model is accelerated, one-on-one, and very prescriptive,” Miller said. “Although you might be enrolled in a course with 10 other students, you aren’t necessarily moving at the same pace or even completing the same modules.”

Once enrolled in CBE, students take a 25-30 question multiple-choice pretest in each course. The assessment is not graded; instead, it measures prior knowledge and connects to course modules built around specific competencies.

After reviewing results, Miller may exempt candidates from modules or assignments within modules—where they have already demonstrated mastery. 

“I might say, ‘Congratulations, you’ve met the standards and competencies for Modules 1, 3, and 4. You only need to complete Modules 2, 5, and 6 to finish that course,’” she explained.

Students then complete summative assessments, field-embedded assignments—real work conducted in their own classrooms under the supervision of a mentor teacher. Candidates must demonstrate at least 80 percent mastery, proving not only content knowledge, but also the ability to effectively teach it.

Beth LaReau of Tuscaloosa was working at The Capitol School in Tuscaloosa, Alabama, while pursuing dual degrees in early childhood and elementary education online when she heard about competency-based education programs at UWA. As one of the program’s first two graduates, she said switching to the competency-based format allowed her to focus directly on the standards she needed to master.

“Instead of feeling like I had to move through everything at the same pace, I could really concentrate on what I needed to learn,” LaReau said. “It helped me understand the science and vocabulary behind what I was already doing in my classroom.”

Another graduate, Katrina McGrady, who worked as a special education instructional aide in the Talladega County Schools while enrolled, said the program’s hands-on, practical structure stood out the most.

“My pre-assessment for integrated arts revealed I struggled with how to integrate art into math, so most of my assignments for that course focused on that,” McGrady said. “One project—a tessellations assignment—I implemented with my sixth-grade students. They loved it, and it worked just like it was supposed to. This program teaches you things you can immediately implement in your classroom.”

Stephanie Applegate, a paraprofessional at Faucett-Vestavia Elementary in the Tuscaloosa County School System for the past 23 years, agreed.

“All my assignments are so classroom-centered,” Applegate said.  “Yes, I’m getting the background knowledge I still need, but I’m applying it to real scenarios I’ll face as a teacher. The work is rigorous, but it’s easier to see the relevance—why I’m learning it and how I’ll use it.”

Through the self-paced structure, Applegate said the program has shortened her expected completion date to May 2026—a semester earlier than originally planned.

The program currently enrolls between 45 and 50 students, and Miller said interest continues to grow. While competency-based models exist in other disciplines and at other universities, she said similar approaches remain rare in teacher education. UWA’s program was the first of its kind in teacher education to receive accreditation from the Southern Association of Colleges and Schools Commission on Colleges and has positioned the University as a pioneer in competency-based teacher preparation.

Miller said the university plans to expand competency-based offerings in summer 2026 with the launch of a master’s-level CBE program in elementary, early childhood, and special education.

The graduate track will serve Alternative Class A (Alt A) candidates—individuals who already hold a bachelor’s degree in a non-teaching field but want to become certified educators. Rather than completing a traditional undergraduate education degree, Alt A students earn a master’s degree that leads to initial teacher certification. The competency-based format will allow these career changers to progress based on demonstrated mastery, potentially accelerating their path into the classroom.

Miller said the goal of UWA’s competency-based education programs is to produce competent, highly qualified educators more efficiently without compromising standards.

“We’re not lowering expectations,” she said. “We’re recognizing experience, honoring what candidates already know and focusing our time on what they still need to master. That’s how we get strong teachers into classrooms faster—and that’s what Alabama needs.”

For more information on UWA’s competency-based education programs, contact Jan Miller at (205) 652.3445 or jmiller@uwa.edu.

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