New Mexico Administrative Code
Title 6 - PRIMARY AND SECONDARY EDUCATION
Chapter 64 - SCHOOL PERSONNEL - COMPETENCIES FOR LICENSURE
Part 3 - COMPETENCIES FOR ENTRY-LEVEL READING TEACHERS
Section 6.64.3.9 - COMPETENCIES FOR ENTRY-LEVEL READING TEACHERS
Universal Citation: 6 NM Admin Code 6.64.3.9
Current through Register Vol. 35, No. 18, September 24, 2024
A. Philosophy of reading instruction.
(1) Reading as a complex, interactive, and
constructive process.
(a) Recognizes the
importance of teaching reading as a balanced process incorporating skills and
strategies in a meaningful context.
(b) Recognizes the importance of using a wide
variety of print throughout the curriculum, including high-quality children's
or adolescent literature and diverse expository materials appropriate to the
age and developmental level of learners.
(c) Has knowledge of current and historical
perspectives about the nature and purposes of reading and about widely used
approaches to reading instruction.
(d) Recognizes and appreciates the role and
value of language, language diversity, and culture in the reading and learning
processes.
(e) Recognizes the
importance of embedding reading instruction in a meaningful context for the
purpose of accomplishing specific, authentic tasks or for pleasure.
(f) Recognizes the value of reading aloud to
learners.
(g) Recognizes the
influence and value of family in reading development.
(2) Professionalism.
(a) Pursues knowledge of reading, learning
processes, and other key educational developments by reading professional
journals and publications and participating in conferences and other
professional activities such as technology, bilingualism, and
multiculturalism.
(b) Uses what is
learned through professional inquiry and reflection to improve teaching and
assessment techniques.
(c)
Interacts and participates in decision-making with teachers, teacher educators,
parents, and researchers and plays an active role in schools, classrooms, and
the wider professional community.
(d) Supports and participates in efforts to
improve the reading profession by being knowledgeable about licensure,
certification, and other professional issues.
(e) Participates in local, state, national,
and international professional organizations whose mission is the improvement
of literacy.
(f) Promotes
collegiality with other literacy professionals through regular conversations,
discussions, and consultations about learners, literacy theory, and
instruction.
(g) Shares knowledge,
collaborates, and teaches with colleagues, across the full range of school and
educational programs.
(3) Moral dimensions and values.
(a) Recognizes the importance of literacy as
a mechanism for personal and social growth.
(b) Recognizes that literacy can be a means
for transmitting moral and cultural values within a community.
(c) Recognizes values and is sensitive to
human diversity.
(d) Recognizes and
is sensitive to the needs and rights of individual learners.
(4) Perspectives about readers and
reading.
(a) Understands and accepts the
importance of reading as a means to learn, to access information, and to
enhance the quality of life.
(b)
Understands and is sensitive to differences among learners and how these
differences influence reading.
(c)
Understands and respects cultural, linguistic, and ethnic diversity, and
recognizes the positive contributions of diversity.
(d) Understands importance of integrated
community and school efforts in meeting the needs of diverse
learners.
(e) Understands the
importance of making reading relevant to the learners' lives.
(f) Believes all students can learn to read
and share in the communication process.
(g) Recognizes the importance of using
reading in positive ways in the classroom.
(h) Recognizes the value and importance of
creating a supportive and positive environment for literacy learning.
(i) Recognizes the importance of providing
learners opportunities in all aspects of literacy.
(j) Recognizes the importance of implementing
literacy programs designed to meet the needs of the students.
(k) Recognizes the importance of building on
the strengths of individual learners.
(5) Language development, cognition, and
learning.
(a) Understands that language is a
symbolic system.
(b) Understands
and uses major theories of language development, cognition, and learning and
uses them in a well-planned and comprehensive reading program.
(c) Is aware of the linguistic, sociological,
cultural, cognitive, and psychological bases of the reading process.
(d) Is aware of the impact of physical,
emotional, social, cultural, environmental, and intellectual factors on
learning, language development, and reading.
(e) Recognizes dialect variations and
respects linguistic differences.
(6) Knowledge of the reading process.
(a) Perceives reading as the process of
constructing meaning through the interaction of the reader's existing
knowledge, the information suggested by the written language, and the context
of the reading situation.
(b)
Understands the spectrum of the pre-K-12 reading process and how to effectively
address the needs of learners of different ages.
(c) Uses the relationships among reading,
writing, listening, and speaking to reinforce learning.
(d) Has knowledge of developmentally
appropriate practices that support emergent literacy, particularly of diverse
learners.
(e) Is aware that reading
develops best through activities that embrace concepts about the purpose and
function of reading and writing and the conventions of print.
(f) Is able to explain and model the various
word recognition, vocabulary, and comprehension strategies used by fluent
readers.
(g) Understands the role
of metacognition in reading.
(h)
Has knowledge of the importance of reading for language development; listening
ability; cognitive, social, and emotional development; and perceptual motor
abilities.
(i) Understands the
nature and multiple causes of reading disabilities.
(j) Understands the relationship of phonemic,
morphemic, and semantic syntactic systems of language to the reading
process.
(7) A literate
environment.
(a) Promotes the development of a
literate environment that fosters interest and growth in all aspects of
literacy.
(b) Uses texts to
stimulate interest, promote reading growth, foster appreciation for the written
word, and increase the motivation of learners to read widely and independently
for information and for pleasures.
(c) Models and discusses reading as a
valuable activity.
(d) Engages
students in activities that develop their image of themselves as
literate.
(e) Promotes feelings of
pride and ownership for the process and content of reading.
(f) Provides regular opportunities for
learners to select from and be exposed to a wide variety of books or other
quality written materials.
(g)
Provides opportunities for students to be exposed to various purposes for
reading and writing, to experience reading and writing as relevant to
themselves, and to write and have their writing responded to in a positive
way.
(h) Recognizes the importance
of providing time for reading of extended text for authentic
purposes.
(i) Provides
opportunities for students to respond personally, analytically, and critically
to a variety of texts.
B. Organization of effective instruction.
(1) Knowledge of contextual factors.
(a) Understands that all students have the
ability to learn to read and that certain conditions are necessary for this to
happen.
(b) Understands how factors
such as content, purpose, tasks, and settings influence the reading
process.
(c) Provides flexible
grouping based on students' instructional levels, rates of progress, interests,
or instructional goals.
(d)
Understands how assessment and grouping procedures can influence motivation and
learning.
(e) Understands the
relationship between environmental factors, cultural factors, and students'
performance on measures of reading achievement.
(f) Understands the relationship home
factors, social factors, cultural factors, and reading habits have in students'
performance.
(g) Understands the
influence of school programs (e.g., remedial, gifted, tracking) on students'
learning.
(2) Knowledge
of individual differences (possesses strategies to deal with differences).
(a) Understands what the reader brings to the
reading experience (e.g., prior knowledge, metacognitive abilities, aptitudes,
motivation, attitude).
(b)
Understands the influence of cultural, ethnic, and linguistic backgrounds on
the reading process.
(c)
Understands the relationship among reader's self-concept, attitudes, and
learning.
(d) Understands the
interactive nature and multiple causes of reading difficulties.
(3) Knowledge of instructional
materials.
(a) Understands how to design,
select, modify, and evaluate materials that reflect curriculum goals, current
knowledge, and the interests, motivation, and needs of individual
learners.
(b) Has a thorough
understanding of literature for children and young adults, including
multicultural literature.
(c)
Understands the structure and content of various texts used for
instruction.
(d) Understands and
uses new instructional technologies.
(e) Understands methods for determining
whether materials are clear and appropriate for individual students.
C. Knowledge of instructional strategies.
(1) Teaching
strategies.
(a) Understands the importance of
using a balanced approach to the teaching of reading that integrates the full
range of effective instructional strategies.
(b) Has a thorough understanding of phonics
including effective strategies for teaching sounds, blends, diagraphs,
diphthongs, and other key aspects of reading.
(c) Has a thorough understanding of
comprehension including effective strategies for teaching the use of background
knowledge, summarizing, prediction, synthesizing, and other key aspects of
reading.
(d) Has a thorough
understanding of children's literature including strategies for teaching
children to use language and literature to gain insight into their own and
others' lives, to build understanding of moral and aesthetic dimensions of
human experience, and other key aspects of reading.
(e) Understands the importance of modeling
reading for children, including strategies for oral reading, questioning
strategies, reading for pleasure, and reading for understanding.
(f) Provides direct instruction and models
what, when, and how to use reading strategies with narrative and expository
texts.
(g) Uses strategies to
encourage and motivate students to pursue and respond to reading and writing
for personal growth and fulfillment.
(h) Teaches effective study
strategies.
(2) Learning
strategies.
(a) Helps students learn and
apply comprehension strategies for a variety of purposes.
(b) Helps students monitor their
comprehension and reading processes.
(c) Understands and helps students learn and
apply reading comprehension strategies in the content areas.
(d) Helps students gain understanding of the
conventions of language and literacy.
(e) Teaches word recognition through the use
of phonics, contextual analysis, word analysis, and syntactic cueing
strategies.
(f) Helps students
learn that word recognition strategies aid comprehension.
(g) Helps students learn effective techniques
and strategies for the ongoing development of vocabulary.
(h) Helps students analyze information
presented in a variety of texts including narratives, expository, practical,
and technical documents.
(i) Helps
students connect prior knowledge with new information.
(j) Assists students in becoming
self-sufficient and independent readers.
(k) Helps students use new technology and
media effectively.
(3)
Demonstrate knowledge of assessment principles and techniques.
(a) Recognizes that a critical goal of
assessment is to help the student become a more reflective and self-sufficient
learner.
(b) Recognizes assessment
as an ongoing and indispensable part of reflective teaching and
learning.
(c) Recognizes and
understands that assessment must consider the complex nature of reading,
writing, and language, and must be based on a range of authentic literacy tasks
using a variety of texts.
(d) Is
able to conduct assessments that involve multiple measures over time and in
different contexts.
(e) Uses
information from norm-referenced tests, criterion-referenced tests, formal and
informal inventories, constructed-response measures, portfolio-based
assessment, observations, anecdotal records, journals, and other indicators of
students' progress as basis for instruction.
(f) Recognizes and understands the importance
of using meaningful assessment to improve curriculum and instruction.
(4) Communicate information about
reading.
(a) Communicates effectively with
students, parents, teachers, and support personnel about strengths and areas
that need improvement.
(b) Able to
communicate to parents important information about the developmental nature of
reading and expectations for achievement.
(c) Understands how to involve parents in
cooperative efforts and programs to help students with reading
development.
(d) Communicates
information about reading programs to administrators, staff members, school
board members, parents, and the community.
(e) Effectively communicates information and
data about reading to the media, policymakers, and the public.
(f) Interprets and communicates research
findings related to the improvement of instruction to colleagues and the wider
community.
(g) Communicates with
allied professionals in assessing and planning instruction.
D. Planning and enhancing programs.
(1) Curriculum and
development.
(a) Initiates and participates
in ongoing curriculum development and assessment.
(b) Adapts programs to the needs of different
learners to accomplish different purposes.
(c) Is able to coordinate and support all
services associated with reading programs.
(d) Understands and uses multiple indicators
of curriculum effectiveness.
(e) Is
able to evaluate adoption materials and other instructional materials to best
support and develop a balanced curriculum.
(2) Professional development.
(a) Engages in an ongoing program of personal
professional development.
(b) Has a
knowledge of resources, organizations, web sites, and other sources that
provide opportunities and support for professional development.
(c) Incorporates what is learned from
personal professional development into the classroom and is able to share this
information with others.
(d)
Facilitates an inclusive approach to professional development by respecting and
appreciating each participant's potential contributions.
(e) Provides professional development
experiences that effectively meet and are appropriate for school
needs.
(f) Understands and uses
multiple indices of professional growth.
(3) Research.
(a) Initiates, participates in, or applies
research on reading.
(b) Reads or
conducts research within a range of methodologies (e.g., ethnographic,
descriptive, experimental, historical).
(c) Promotes and facilitates teacher- and
classroom-based research.
(d) Is a
knowledgeable consumer of research.
(4) Reading instruction in New Mexico.
(a) Is knowledgeable about the New Mexico
Standards of Excellence, including goals for all students, educational plan for
student success, and the content standards with benchmarks for
pre-K-12.
(b) Is knowledgeable
about current policy and legislation that affects reading.
Disclaimer: These regulations may not be the most recent version. New Mexico may have more current or accurate information. We make no warranties or guarantees about the accuracy, completeness, or adequacy of the information contained on this site or the information linked to on the state site. Please check official sources.
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