Constructive alignment is a well-established concept in education that helps teachers design courses and modules. When we look at constructive alignment as engineers, we can interpret it as a set of axioms for setting up successful process mining projects. While in process mining we have several useful methodologies (e.g. PM2), they cover some, but not all aspects of constructive alignment. In this paper we translate the ideas from constructive alignment to terms in process mining. We exploit the key similarity between process mining and teaching, which is that there is someone who wants to learn something. From the analysis of PM2, we identify two main types of problems and discuss these in a bit more detail before concluding the paper with ideas for future work.