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.”

The post A teacher who came to learn appeared first on University of West Alabama.

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.

The post UWA launches new program to put more teachers in classrooms, sooner appeared first on University of West Alabama.

Story: Lisa Sollie | Photo: Cody Ingram

For 22 years, fraternal twins Claire and Grace Hall have shared everything—from bedrooms to best-friend status. So when the Trussville, Alabama, natives transferred to the University of West Alabama, neither questioned whether they would continue life side by side.

The sisters began college at Jefferson State Community College, just 30 minutes from their home. When it came time to transfer, Claire says Grace led the search.

“I didn’t do a lot of investigating,” Claire admitted.  “But when Grace brought up UWA, I checked it out.”

“The campus is beautiful and surrounded by nature,” Grace said. “And it’s smaller, so I wouldn’t feel overwhelmed. I’d also heard they had an amazing education program.” Claire, meanwhile, chose environmental science.

Both say supportive professors and close-knit classes made UWA feel like home.

“My professors are very approachable, and I can go to them anytime and for anything,” Claire said. “They really wanted to get to know me,” added Grace. “And they’ve been helpful throughout my college journey.”

Though both describe themselves as introverts, neither let that hold them back. Claire traveled to Tennessee with her Appalachian Ecology class over spring break, joined Outdoor Recreation Conservation Association (ORCA) club and is helping Dr. Kevin Morse with the Sucarnochee Watershed project this semester. Grace gained confidence during her internship at Cahaba Elementary in Trussville. “I think I’ve become more outgoing,” she says.

For Claire, hands-on learning has been the most impactful part of UWA. “It’s not just listening to lectures. It’s going out and immersing yourself in it. I think my field classes will set me apart for future job opportunities.”

This semester also marked the first time the sisters didn’t room together, with Grace living at home. “It’s the longest we’ve been apart,” Claire said.  “It’s been weird, but we called and texted often.”

Growing up, their mom dressed them alike, but as their personalities developed, they embraced their differences. “I’m glad we aren’t identical,” Grace said, laughing. “I think it allows us to express ourselves more. But Claire is like my other half. I’m thankful we went to college together—it really helped with the transition.”

As she prepares to graduate in the middle of the school year, Grace said that her next steps feel clear. She plans to substitute teach through the spring, and with several teachers at her school expecting, she hopes to secure a long-term substitute position until she finds a permanent teaching job for the upcoming school year. With three elementary schools in Trussville, she feels optimistic. Although her internship included both kindergarten and fifth-grade classrooms, she preferred the more complex content, and getting to know the larger group of students in fifth grade. “I enjoyed watching my kindergartners adjust and grow, and all the fun activities you get to do, but I liked fifth grade better,” Grace said.

Claire, meanwhile, is still exploring her options. “I’m looking for internships and jobs—in conservation, hydrology, or field work. I’m not a lab person—I like being connected to the environment.”

Walking across the stage in separate fall commencement ceremonies, the twins, both honor graduates, say the milestone feels both surreal and exciting. And after spending a semester living apart, they are looking forward to sharing a space, a routine, and the bond that has carried them through every step so far.

The post One campus, two paths, one unbreakable bond appeared first on University of West Alabama.