Current through Register Vol. 35, No. 18, September 24, 2024
A teacher of the core academic subjects employed as a general
education teacher in a school district that qualifies as a rural school
district under the current authorization of the Elementary and Secondary
Education Act of 1965 (20) U.S.C. 6301, may fulfill the requirements in
Subsections A and B of
6.69.4.9 NMAC and either the
requirement of Paragraphs (2)-(3) of Subsection C or Paragraphs (2)-(3) of
Subsection D of
6.69.4.9 NMAC within three full
school years of the date of hire as long as the teacher is certified and
endorsed in at least one core academic subject when hired in a qualifying rural
school district. A new to the profession special education teacher employed in
any school district may fulfill the requirements in Paragraphs (2)-(3) of
Subsection C or Paragraphs (2)-(3) of Subsection D of
6.69.4.9 NMAC within two full
school years of initial employment in any school district if the teacher is
certified and endorsed in either language arts, mathematics, or science when
hired. The candidate shall:
A. have
successful annual evaluations for two full school years prior to the
evaluation; and
B. have two
complete school years of successful teaching and either;
C. complete credit hours at a regionally
accredited college or university in the core academic subject in which the
candidate is seeking to demonstrate competence, as follows:
(1) for K-8 elementary licensed teachers or
pre K-12 special education licensed teachers teaching in a self-contained
elementary classroom, 24 lower or upper division credit hours across the
elementary education core academic subjects of language arts, social studies,
mathematics, and science, with at least six credit hours in each core
area;
(2) for K-8 elementary
licensed teachers teaching in a middle school, and pre K-12 special education
licensed teachers teaching in a middle or high school, 18 lower or upper
division credit hours in each core academic subject the teacher
teaches;
(3) for 7-12 secondary,
5-9 middle level, and pre K-12 specialty area licensed teachers teaching in a
middle school, junior high school, or high school, 18 credit hours, 12 of which
must be upper division in each core academic subject the teacher teaches;
or
D. complete the
following combination of coursework through a regionally accredited college or
university and by portfolio:
(1) for K-8
licensed elementary teachers teaching in a self-contained elementary classroom,
and for a pre K-12 special education licensed teachers teaching special
education students at any grade level who are assessed against alternative
achievement standards, 12 lower or upper division credit hours across the
elementary education curriculum areas;
(2) for K-8 licensed elementary teachers
teaching in a middle school, and for a pre K-12 special education licensed
teachers teaching special education students in a middle school or high school,
upper or lower division credit hours as follows:
(a) 12 semester hours in a single core
subject area; or
(b) 15 semester
hours in two core subject areas, with at least six hours in each one;
or
(c) 18 semester hours in three
core subject areas, with at least six hours in each one; or
(d) 24 semester hours in four core subject
areas, with at least six hours in each one;
(3) for 7-12 secondary, 5-9 middle level, and
pre K-12 specialty area licensed teachers, the credit hours, specified in
Paragraph (2) of Subsection D of
6.69.4.9 NMAC all at the upper
division level;
(4) demonstrate to
a local panel of teachers the requirements of Subparagraphs (a) or (b) below:
(a) mastery of the competence in the
instructional strand of the PED's teacher competencies and indicators for the
level of licensure the candidate holds in each core academic subject in which
the teacher seeks to demonstrate that the teacher is qualified by submitting
evidence from (i), (ii) and (iii) as follows:
(i) documentation from Paragraph (1) of
Subsection E of
6.69.4.11 NMAC; and
(ii) observation summaries, by each panel
member, of the candidate teaching in the area for which the teacher is
applying; observations by the panel may be done in person or by video;
and
(iii) at least two observation
summaries, completed by the candidate, of a teacher(s) teaching in the subject
area for which the candidate is seeking to be certified and
endorsed;
(b) provide an
analysis of student achievement in each core academic subject in which the
teacher seeks to demonstrate that the teacher is qualified by submitting
evidence as follows:
(i) explain (350 word
maximum) the way(s) in which a class of students demonstrated their achievement
(e.g., test, work sample, performance) related to a segment of instruction;
include examples of different materials used and student work;
(ii) provide the criteria (350 word maximum)
for determining different levels of achievement and how this was communicated
to the students; the criteria may be in a handout or other means of
communication to students;
(iii) to
illustrate relative levels of achievement in the class, provide examples of the
work of three unidentified students who represent "high, "mid range," and "low"
levels of achievement; these examples may include unidentified student written
or drawn work, photographs, audio recordings (five minute maximum), or video
recordings (five minute maximum and written parental consent to video
child);
(iv) explain (350 word
maximum) how the three unidentified students differed in their achievement
levels and how this achievement relates to the state's standards and
benchmarks;
(v) explain (350 word
maximum) how this data could be taken into account in a subsequent
instructional segment for the class;
(c) the local panel of teachers shall consist
of two teachers:
(i) one teacher will be
appointed by the principal in the school where the teacher seeking to be
certified and endorsed is teaching; the second teacher will be appointed by the
candidate;
(ii) panelists must be
certified and endorsed, as defined in Subsection B, C or D of
6.69.4.7 NMAC, hold a current level
2 or 3-A license, and have an endorsement or license in the subject area or
areas to be evaluated;
(iii)
panelists may be from the candidate's same school, or same district, or from
another school or district in New Mexico;
(5) both teachers on the panel must agree
that the candidate has met, or exceeds, the competencies and indicators for the
level of licensure the teacher being evaluated holds or that the students of
the teacher being evaluated have demonstrated growth and progress in each core
academic subject the teacher teaches;
(6) the panel shall submit their
recommendation to the local superintendent and records of the panel's findings
shall be kept on file locally and available to the public upon
request.
