New Mexico Administrative Code
Title 6 - PRIMARY AND SECONDARY EDUCATION
Chapter 69 - SCHOOL PERSONNEL - PERFORMANCE
Part 4 - PERFORMANCE EVALUATION SYSTEM REQUIREMENTS FOR TEACHERS
Section 6.69.4.12 - TEACHER COMPETENCIES AND INDICATORS FOR LICENSURE LEVELS 1, 2, AND 3-A
Universal Citation: 6 NM Admin Code 6.69.4.12
Current through Register Vol. 35, No. 18, September 24, 2024
A. The department-approved educator evaluation system shall include the following standards and indicators as part of the evaluation criteria for teachers.
(1) The teacher demonstrates knowledge of
planning and preparation by:
(a) demonstrating
knowledge of content. The teacher knows the subject matter well, has a good
grasp of child development and how students learn, and designs effective and
rigorous standards-based units of instruction consisting of well-structured
lessons with measurable outcomes for all students;
(b) demonstrating knowledge of students. The
teacher has a good grasp of child development and how students learn, and
designs effective and rigorous standards-based units of instruction consisting
of well-structured lessons with measurable outcomes for all students;
(c) setting instructional outcomes and
designing student assessment. The teacher analyzes data from assessments, draws
conclusions, and shares them appropriately;
(d) demonstrating knowledge of resources. The
teacher utilizes skills and content learned from professional development
opportunities and ensures all students have access to resources to support
their learning; and
(e) designing
coherent instruction. The teacher develops meaningful sequenced lessons and
activities that are also differentiated to support eh leaning of all
students.
(2) The teacher
demonstrates knowledge of creating an environment for learning by:
(a) creating an environment of respect and
rapport. An essential skill of teaching is that of managing relationships with
students and ensuring that relationships among students are positive and
supportive. Teachers create an environment of respect and rapport in their
classrooms by the ways they interact with students and by the interactions they
encourage and cultivate among students. An important aspect of respect and
rapport relates to how the teacher responds to students and how students are
permitted to treat one another;
(b)
creating a safe learning environment with routines and procedures. Creates and
maintains a safe and collaborative learning environment that motivates all
students to take academic risks, challenge themselves, and claim ownership of
their learning. Access is provided to learning materials and
resources;
(c) establishing a
culture for learning. Uses instructional practices that reflect high
expectations regarding content and quality of effort and work; engage all
students; and are personalized to accommodate diverse learning styles, needs,
interests, and levels of readiness; and
(d) managing student behavior. The teacher
utilizes a skill-building approach that strengthens the foundation of social
skills for all students. Teaches behavioral expectations and acknowledges
students for following them.
(3) The teacher demonstrates knowledge of
teaching for learning by:
(a) communicating
with students in a manner that is appropriate to their culture, language, and
level of development. The teacher uses systems that evoke responses from all
students and are appropriate to students' developmental, cognitive, and
academic language proficiency. The teacher consistently engages students in
high levels of thinking within instruction and content;
(b) using questioning and discussion
techniques to support classroom discourse. Teacher models and utilizes
questioning techniques that allow all students to engage and participate in
classroom discussions;
(c) engaging
students in learning. Effective teachers understand engaging students in
learning is vital in order for students to acquire knowledge. Student
engagement does not happen by accident, it is the result of careful planning
and implementation;
(d) assessing
through instruction, through formative and summative assessments. The teacher
monitors student learning and provides feedback to support student growth;
and
(e) demonstrating flexibility
and responsiveness. The teacher demonstrates the ability to make both minor and
major adjustments to the lesson in order to maintain maximum student engagement
and/or help students when they encounter difficulty in their
learning.
(4) The teacher
demonstrates professionalism by:
(a)
communicating with families. Teachers establish relationships with families by
communicating with them about the instructional program, conferring with them
about their individual student(s), and inviting them to be part of the
educational process itself on a regular basis throughout the academic school
year;
(b) participating in
professional learning community. Teachers collaborate with their colleagues in
order to share strategies, plan joint efforts, and plan for the success of
individual students;
(c) reflecting
on teaching. Demonstrates the capacity to reflect on and improve the educator's
own practice, using informal means as well as meetings with teams and
workgroups to gather information, analyze data, examine issues, set meaningful
goals and develop new approaches in order to improve teaching and
learning;
(d) demonstrating
professionalism. The teacher demonstrates professionalism by acting with
integrity and honesty. The teacher is ethical and reliable and meets routine
responsibilities consistently while putting student needs at the forefront of
their decision-making; and
(e)
growing and developing professionally. Actively pursues professional
development and learning opportunities to improve the quality of practice and
build the expertise and experience to assume different instructional and
leadership roles.
B. A school district may select or develop additional standards and indicators determined appropriate by the local school district to complete the local teacher performance evaluation system.
C. Each school district shall provide training in evaluation of performance, classroom observation techniques, conference skills, and growth planning to all teachers and personnel assigned performance evaluation duties.
D. Teachers whose leadership roles are primarily outside of the classroom will be evaluated on their ability to lead other teachers in meeting the competencies and indicators in their level of licensure.
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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