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鈥檚 competency-based education program, which launched January 2025 in the Julia S. Tutwiler College of Education. Miller said the initiative builds on paraprofessionals鈥� 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鈥檚 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 鈥淎re you ready for CBE?鈥� and a structured interview process, Miller reviews transcripts, work habits, and each candidate鈥檚 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.
鈥淥ur model is accelerated, one-on-one, and very prescriptive,鈥� Miller said. 鈥淎lthough you might be enrolled in a course with 10 other students, you aren鈥檛 necessarily moving at the same pace or even completing the same modules.鈥�
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鈥攚here they have already demonstrated mastery.
鈥淚 might say, 鈥楥ongratulations, you鈥檝e 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,鈥欌�� she explained.
Students then complete summative assessments, field-embedded assignments鈥攔eal 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鈥檚 first two graduates, she said switching to the competency-based format allowed her to focus directly on the standards she needed to master.
鈥淚nstead of feeling like I had to move through everything at the same pace, I could really concentrate on what I needed to learn,鈥� LaReau said. 鈥淚t helped me understand the science and vocabulary behind what I was already doing in my classroom.鈥�
Another graduate, Katrina McGrady, who worked as a special education instructional aide in the Talladega County Schools while enrolled, said the program鈥檚 hands-on, practical structure stood out the most.
鈥淢y 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,鈥� McGrady said. 鈥淥ne project鈥攁 tessellations assignment鈥擨 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.鈥�
Stephanie Applegate, a paraprofessional at Faucett-Vestavia Elementary in the Tuscaloosa County School System for the past 23 years, agreed.
鈥淎ll my assignments are so classroom-centered,鈥� Applegate said. 鈥淵es, I鈥檓 getting the background knowledge I still need, but I鈥檓 applying it to real scenarios I鈥檒l face as a teacher. The work is rigorous, but it鈥檚 easier to see the relevance鈥攚hy I鈥檓 learning it and how I鈥檒l use it.鈥�
Through the self-paced structure, Applegate said the program has shortened her expected completion date to May 2026鈥攁 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鈥檚 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鈥檚-level CBE program in elementary, early childhood, and special education.
The graduate track will serve Alternative Class A (Alt A) candidates鈥攊ndividuals who already hold a bachelor鈥檚 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鈥檚 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鈥檚 competency-based education programs is to produce competent, highly qualified educators more efficiently without compromising standards.
鈥淲e鈥檙e not lowering expectations,鈥� she said. 鈥淲e鈥檙e recognizing experience, honoring what candidates already know and focusing our time on what they still need to master. That鈥檚 how we get strong teachers into classrooms faster鈥攁nd that鈥檚 what Alabama needs.鈥�
For more information on UWA鈥檚 competency-based education programs, contact Jan Miller at (205) 652.3445 or [email protected].