Abstract
This literature review explores the intersection of teacher certification reform, district and state-level leadership, and early literacy outcomes in Alabama. It critically examines the shift toward competency-based certification models under the Alabama Literacy Act, highlighting both the promise and challenges of balancing rigor with equitable access to the teaching profession. The paper synthesizes research on leadership-driven strategies, such as mentorship programs, Grow Your Own pipelines, and financial incentives, that support teacher recruitment and retention, particularly in high-need districts. It also evaluates the role of state accountability systems and collaborative partnerships in sustaining reform implementation. While current reforms show potential for improving teacher readiness and literacy achievement, the review underscores the need for continuous evaluation, financial investment, and leadership development to ensure long-term success and equity across Alabama’s diverse educational landscape.
Recommended Citation
Jackson, Sherry
(2026)
"Bridging Policy and Practice: Leadership Strategies and Certification Reforms to Enhance Teacher Recruitment and K–6 Literacy in Alabama,"
Journal of Research Initiatives: Vol. 9:
Iss.
3, Article 9.
Available at:
https://digitalcommons.uncfsu.edu/jri/vol9/iss3/9
Included in
Educational Leadership Commons, Educational Methods Commons, Elementary Education and Teaching Commons, Gifted Education Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Other Educational Administration and Supervision Commons