TITLE 6 PRIMARY AND SECONDARY EDUCATION
CHAPTER 61 SCHOOL
PERSONNEL - SPECIFIC LICENSURE REQUIREMENTS FOR
INSTRUCTORS
PART 12 LICENSURE
IN EARLY CHILDHOOD EDUCATION, PRE K - GRADE 3
6.61.12.1 ISSUING AGENCY: Public Education Department, (PED)
[6.61.12.1 NMAC - N, 01-29-10]
6.61.12.2 SCOPE: All persons seeking licensure in early
childhood education, pre-K - grade 3.
[6.61.12.2 NMAC - N, 01-29-10]
6.61.12.3 STATUTORY AUTHORITY: Sections 22-2-1, 22-2-2 and 22-2-8.7, NMSA
1978.
[6.61.12.3 NMAC - N - 01-29-10]
6.61.12.4 DURATION: Permanent
[6.61.12.4 NMAC - N, 01-29-10]
6.61.12.5 EFFECTIVE DATE: January 29, 2010, unless a later date is
cited in the history note at the end of a section.
[6.61.12.5 NMAC - N, 01-29-10]
[This rule is filed effective January 29, 2010, applicants
will not be accountable for the requirements of this rule, which will not be
implemented until July 1, 2014.]
6.61.12.6 OBJECTIVE: This rule establishes licensure requirements
for those seeking to work in early childhood education, that is, with children
from age 3 - grade 3 whether they are developing either typically or
atypically.
[6.61.12.6 NMAC - N, 01-29-10]
6.61.12.7 DEFINITIONS:
A. "Adaptive living skills"
means the development in several skill areas such as 1) living skills: eating, dressing, and toileting; 2)
independence/safety skills: avoiding
dangerous situations; and 3) environmental adaptation skills: adapting behavior as a function of the
limitations or demands of the particular environment. Adaptive behavior means the effectiveness or
degree with which the child meets the standards of personal independence and
social responsibility expected of comparable age and cultural groups.
B. "Alternative means of
communication" means other forms of communication, particularly non-vocal;
such as the use of sign language with and without speech; communication boards;
or other technological aides such as computers and speech output devices.
C. "Anti bias" means actively
confronting, transcending, and eliminating personal and institutional barriers
based on race, ethnicity, language, gender sexual orientation, or ability.
D. "At risk" means the
following as it applies to children birth - two (0-2) years of age: A biological or medical risk is the presence
of early medical conditions, which are known to produce developmental delays in
some children. An environmental risk is
the presence of physical, social, or economic factors in the environment, which
pose a substantial threat to development as indicated by a discrepancy between
chronological age, after correction for prematurity, and developmental age in
two (2) or more areas of development as documented by the evaluation
process. A determination of
environmental risk shall be made by an interagency team and shall not be based
upon behavior related to cultural or language differences.
E. "Diverse abilities" means
any young child with an identified disability, developmental delay, or who may
be "at risk" for learning challenges, as well as children who may be
challenged as second language learners, or with cognitive, social/emotional,
motor, language, or mental health/well-being differences.
F. "Inclusion/inclusive" is
a philosophically based approach to providing accessibility and participation in
typical early childhood settings for children with diverse abilities.
G. "Inclusive practices" are
those strategies, which educators, administrators, and families implement to
ensure accessibility and full participation of children with diverse abilities
in all activities.
H. "Individual education
program" (IEP) means a plan that describes the delivery of services to a
child with a disability, age three - twenty-one (3-21). The plan serves as a communication vehicle
between parents and school personnel and enables them, as equal participants,
to decide jointly what the child's needs are, what services will be provided to
meet those needs, what the anticipated outcomes may be, and how the child's
progress towards meeting the projected outcomes will be evaluated.
I. "Individualized family
service plan" (IFSP) means a plan that describes the delivery of services
to a child with a developmental delay or at risk for a developmental delay,
birth - two (0-2) years of age, and the child's family. Components of the plan include a statement
describing the child's level of functioning in developmental areas; major
outcomes including criteria, procedures, and timelines to determine the degree
of progress and revision of the plan; specific services needed to achieve
outcomes, other services needed by the child and family, name of service
coordinator, a transition plan, and an optional statement of family concerns,
priorities and resources.
J. "Integrated curriculum"
means an approach to curriculum that recognizes that content areas in
instruction are naturally interrelated, as they are in real life
experiences. In the resulting integrated
curriculum, learning is regarded as a process rather than a collection of
facts. Learning about math, science,
social studies, health, and other content areas are all connected through
meaningful activities.
K. "Intervention strategies"
means various techniques utilized in teaching a child a particular skill such
as physical or verbal prompts and cues, visual aides, modeling, imitation,
repetition, task analysis, environmental or stimulus prompts and cues. These strategies are attempts to facilitate
learning when the presentation of information or the arrangement of an
environment is insufficient in assisting the developmental learning
process. The proper design of
intervention strategies requires careful observation, individualization, and
data keeping. The goal of this approach
is to systematically fade the particular technique utilized as the child
demonstrates abilities to practice, initiate, and generalize the skill.
L. "Least restrictive
environment" is that environment which all children are most generally
found in a public education setting (i.e., general education classroom). Children with identified disabilities are to
have access to the general education curriculum and have the opportunity to
participate fully with their peers without disabilities to the maximum extent
possible. Supports may be necessary for
the "least restrictive environment" to be most successful.
M. “Variations across cultures/cultural
diversity” means the curriculum, environment, and learning materials are
reflective of distinct groups that may differ from one another physically,
socially, and culturally.
N. “A highly qualified beginning early
childhood teacher”, under this rule, means a teacher who is fully qualified for
teaching children from age 3 - grade 3, who is new to the profession, who has
pursued a standard route to licensure, and who:
(1) meets
the requirements for early childhood pre K - grade 3 licensure in Subsections A
or B of 6.61.12.8 NMAC, and
(2) has
no licensure requirements waived on an emergency or temporary basis, or for any
other reason, and
(3) has
passed all applicable teacher-testing requirements for licensure in 6.60.5.8
NMAC.
[6.61.12.7 NMAC - N, 01-29-10]
6.61.12.8 REQUIREMENTS: All persons who perform instructional
services in early childhood education (i.e., age 3 - grade 3) as defined in
this rule in public schools or in those special state-supported schools within
state agencies must hold valid standard licensure in early childhood education
issued by the PED:
A. persons seeking licensure in early
childhood education pursuant to the provisions of this rule shall meet the
following requirements:
(1) possess
a bachelor's degree from a regionally accredited college or university and
including, for those students first entering a college or university beginning
in the fall of 1986, the following:
(a)
twelve (12) semester hours in English;
(b)
twelve (12) semester hours in history including American history and
western civilization;
(c) six (6) semester hours in mathematics for
candidates who entered a college or university prior to the fall semester of
2009, and nine (9) semester hours in mathematics for candidates who entered a
college or university in or after the fall semester of 2009;
(d)
six (6) semester hours in government, economics, or sociology;
(e)
twelve (12) semester hours in science, including biology, chemistry,
physics, geology, zoology, or botany;
(f)
six (6) semester hours in fine arts; and
(2) earn
45 semester credits of professional education coursework at a regionally
accredited college or university in an early childhood education program
approved by the PED in the competencies identified in 6.61.12.10 NMAC, and
(3) earn a minimum of fifteen
(15) semester hours, six (6) of which would be practicum or supervised field
experience and nine (9) semester hours of student teaching component in early
childhood education for one of the following age ranges: age 3 - grade 3 with children who are
developing either typically or atypically; and
(a) earn at least one hundred
thirty-five (135) contact hours of practicum or supervised field experience at
a developmental stage (s) other than the stage selected for student teaching
set forth in Paragraph (3) above; or
(b) evidence of three (3)
years of documented, verified, satisfactory work experiences with at least two
(2) of the age ranges set forth in paragraph (3) of Subsection A of 6.61.8.8
NMAC above at a center accredited by the national academy of early childhood
programs, a postsecondary laboratory early care and education setting, or an
early childhood program accredited by the PED; and
(4) in addition to the
requirements specified in Paragraphs (1), (3) and (5) Subsection A of 6.61.12.8
NMAC, six (6) hours in the teaching of reading for those who have first entered
any college or university on or after August 1, 2001 regardless of when they
graduate or earn their degree; and
(5) pass
all required portions of the New Mexico teacher assessment (NMTA) or any
successor teacher examination adopted by the PED; and
(6) satisfy
the requirements of a highly qualified beginning early childhood teacher if new
to the profession after June 30, 2006, or
B. possess valid certificate issued by the
national board for professional teaching standards for the appropriate grade
level and type.
[6.61.12.8 NMAC - N, 01-29-10]
6.61.12.9 DELAYED IMPLEMENTATION: Despite the effective date of this
rule, no licensure under this rule will be available for issuance by the PED
until on or after July 1, 2014.
[6.61.12.9 NMAC - N, 01-29-10]
6.61.12.10 REFERENCED
MATERIAL: COMPETENCIES FOR EARLY
CHILDHOOD EDUCATION
A. Child growth, development, and
learning: Foundations for all learning
are established during early childhood.
Biological-physical, social, cultural, emotional, cognitive, and
language domains are inherently intertwined in growth and development. Early childhood professionals must understand
this process of development and the adult’s role in supporting each child’s
growth, development, and learning.
(1) Incorporate understanding
of developmental stages, processes, and theories of growth, development, and
learning into developmentally appropriate practice.
(2)
Demonstrate knowledge of the interaction between maturation and
environmental factors that influence physical, social, emotional, cognitive,
and cultural domains in the healthy development of each child.
(3) Demonstrate knowledge of
the significance of individual differences in development and learning. Demonstrate knowledge of how certain
differences may be associated with rate of development and developmental
patterns associated with developmental delays or specific disabilities.
(4) Demonstrate knowledge of
the similarities between children who are developing typically and those with
diverse abilities.
(5) Provide a variety of
activities that facilitate development of the whole child in the following
areas: physical/motor, social/emotional, language/cognitive and adaptive/living
skills.
(6) Apply knowledge of
cultural and linguistic diversity and the significance of socio-cultural and
political contexts for development and learning and recognize that children are
best understood in the contexts of family, culture, and society.
(7) Demonstrate knowledge of
the many functions that language serves in the cognitive, social, and emotional
aspects of development in the formative years.
(8) Demonstrate knowledge of
the developmental sequence of language and literacy, including the influence of
culture and home factors.
(9) Demonstrate knowledge of
how children acquire and use verbal, non-verbal, and alternative means of
communication.
(10) Demonstrate knowledge of
the relationship among emotions, behaviors, and communication skills to assist
children in identifying and expressing their feelings in appropriate ways.
(11) Use appropriate guidance
to support the development of self-regulatory capacities in young children.
B. Health, safety and nutrition: Early childhood professionals promote physical
and mental health and appropriate nutrition and provide an emotionally and
physically safe environment for young children in partnership with their
families. Sound health, safety, and
nutritional practices provide the foundation for development and learning. Good nutrition is critical to the overall
development of young children. Meals and
snacks encourage good nutrition and eating habits. A safe environment prevents and reduces
injuries for young children who are only beginning to recognize dangerous
situations.
(1) Recognize and respond to
each child's physical health, intellectual and emotional well being, and
nutritional and safety needs.
(2) Articulate
an understanding of indoor and outdoor learning environments that provide
opportunities for children to put into practice healthy behaviors (physically,
socially, and emotionally).
(3) Use appropriate health
appraisal and management procedures and makes referrals when necessary.
(4) Recognize signs of
emotional distress, child abuse, and neglect in young children and use
procedures appropriate to the situation, such as initiating discussions with
families, referring to appropriate professionals, and, in cases of suspected
abuse or neglect, reporting to designated authorities.
(5) Establish an environment
that provides opportunities and reinforcement for children’s practice of
healthy behaviors that promote appropriate nutrition and physical and
psychological well-being.
(6) Provide a consistent daily
schedule for rest/sleep, as developmentally appropriate.
(7) Implement health care and
educational activities for children and families based on health and
nutritional information that is responsive to diverse cultures.
(8) Assist young children and
their families, as individually appropriate, in developing decision- making and
interpersonal skills that enable them to make healthy choices and establish
health-promoting behaviors.
C. Family and community
collaboration: Early childhood
professionals are committed to family-centered practices. They maintain an open, friendly, and
collaborative relationship with each child's family, encouraging family
involvement, and supporting the child's relationship with their family. The diverse cultures and languages representative
of families in New Mexico’s communities are honored.
(1) Demonstrate knowledge and
skill in building positive, reciprocal relationships with families.
(2) Articulate an
understanding of a safe and welcoming environment for families and community
members.
(3) Develop and maintain
ongoing contact with families through a variety of communication strategies.
(4) Demonstrate knowledge of
and respect for variations across cultures, in terms of family strengths,
expectations, values, and child-rearing practices.
(5) Articulate understanding
of the complexity and dynamics of family systems.
(6) Demonstrate understanding
of the importance of families as the primary educator of their child.
(7) Demonstrate the ability to
incorporate the families’ desires and goals for their children into classroom
or intervention strategies.
(8) Develop partnerships with
family members to promote early literacy in the home.
(9) Involve families and
community members in contributing to the learning environment.
(10) Establish partnerships
with community members in promoting literacy.
(11) Demonstrate ability to
communicate to families the program’s policies, procedures, and those
procedural safeguards that are mandated by state and federal regulations.
(12) Apply knowledge of family
theory and research to understand family and community characteristics
including socioeconomic conditions; family structures, relationships,
stressors, and supports (including the impact of having a child with diverse
abilities); home language and ethnicity.
(13) Demonstrate knowledge of
and skill to access community resources that assist families and contribute
directly or indirectly to children's positive development such as mental health
services, health care, adult education, native and English language
instruction, and economic assistance.
D. Developmentally appropriate
content: Early childhood professionals
demonstrate knowledge of child development and learning, as well as content
knowledge, both in terms of academic disciplines and in terms of
interdisciplinary integration. Their
approach to curriculum content emerges from multiple sources, such as play and
exploration, and is appropriate for the ages and developmental levels of the
children with whom they work. Content
includes, but is not limited to, the arts, literacy, mathematics, physical
education, health, social studies, science, and technology. Children’s initial experiences with these
content areas form the foundation for later understanding and success.
(1)
Demonstrate knowledge of relevant content for young children and
developmentally appropriate ways of integrating content into teaching and
learning experiences for children from age 3 - grade 3.
(2) Demonstrate the integration
of knowledge of how young children develop and learn with knowledge of the
concepts, inquiry tools, and structure of content areas appropriate for
different developmental levels.
(3) Demonstrate knowledge of
what is important in each content area, why it is of value, and how it links
with earlier and later understandings within and across areas.
(4) Demonstrate knowledge of
the language, reading, and writing components of emergent literacy at each developmental
level.
(5) Develop, implement, and
evaluate an integrated curriculum that focuses on children’s development and
interests, using their language, home experiences, and cultural values.
(6) Adapt content to meet the
needs of each child, including the development of individualized family service
plans (IFSP) or individualized education plans (IEP) for children with diverse
abilities through the team process with families and other team members.
(7) Provides and uses anti-bias
materials/literature and experiences in all content areas of the curriculum.
E. Learning environment and curriculum
implementation: Teaching and learning
with young children is a complex process embedded in relationships. These teaching and learning relationships
provide the scaffold for jointly constructing meanings about self, others, and
the world. Early childhood professionals
use their child development knowledge, their knowledge of developmentally
appropriate practices, and their content knowledge to design, implement, and
evaluate experiences that promote optimal development and learning for all
children from birth - eight (0-8) years.
In addition, their use of observations is grounded in a thorough
understanding of children’s families, cultures, and communities. Early childhood professionals encourage young
children’s problem solving, critical thinking, and academic and social
competence within a supportive and challenging learning environment. These challenging teaching and learning
experiences build children’s confidence in themselves as competent learners.
(1) Demonstrate knowledge of
varying program models and learning environments that meet the individual needs
of all young children, including those with diverse abilities.
(2) Create environments that
encourage active involvement, initiative, responsibility, and a growing sense
of autonomy through the selection and use of materials and equipment that are
suitable to individual learning, developmental levels, diverse abilities, and
the language and cultures in New Mexico.
(3) Demonstrate knowledge and
skill in the use of developmentally appropriate guidance techniques and
strategies that provide opportunities to assist children in developing positive
thoughts and feelings about themselves and others
through cooperative interaction with peers and adults.
(4) Create and manage
inclusive learning environments that provide individual and cooperative
opportunities for children to construct their own knowledge through various
strategies that include decision-making, problem solving, and inquiry
experiences.
(5) Demonstrate understanding
that each child’s creative expression is unique and can be encouraged through
diverse ways, including creative play.
(6) Plan blocks of
uninterrupted time for children to persist at self-chosen activities, both
indoors and out.
(7) Demonstrate understanding
of the influence of the physical setting, schedule, routines, and transitions
on children and use these experiences to promote children’s development and
learning.
(8) Use and explain the
rationale for developmentally appropriate methods that include play, small
group projects, open-ended questioning, group discussion, problem solving,
cooperative learning, and inquiry experiences to help young children develop
intellectual curiosity, solve problems, and make decisions.
(9) Create and manage a
literacy-rich environment that is responsive to each child’s unique path of
development.
(10) Use a variety of language
strategies during adult-child and child-child interactions and facilitate
communication and dialogue of expressive language and thought.
(11) Demonstrate a variety of
developmentally appropriate instructional strategies that facilitate the development
of emergent literacy skills.
(12) Demonstrate knowledge of
developmentally appropriate uses of technology, including assistive technology.
(13) Demonstrate the ability
to work collaboratively with educational assistants, volunteers, and others to
individualize the curriculum and to meet program goals.
(14) Demonstrate effective
written and oral communication skills when working with children, families, and
early care, education, and family support professionals.
F. Assessment of children and
evaluation of programs: Early childhood
professionals must develop knowledge of diverse assessment approaches,
including observational skills. They use
appropriate on-going documentation and report information to families and
professionals. Appropriate early
childhood assessment is responsive to cultural and linguistic differences. It includes information from multiple
sources, e.g., observations, checklists, interviews, and both formal and
informal standardized measures in diverse settings for making educational
decisions about children. The assessment
data gathered from multiple sources that has a major impact on children should
be made by a team of family members, teachers, and other professionals. In addition, early childhood professionals
engage in systematic, on-going evaluation of their programs.
(1) Demonstrate ability to
choose valid tools that are developmentally, culturally, and linguistically
appropriate; use the tools correctly; make appropriate referrals; and interpret
assessment results, with the goal of obtaining valid, useful information to
inform practice and decision-making.
(2) Demonstrate knowledge of
maintaining appropriate records of children’s development and behavior that
safeguard confidentiality and privacy.
(3) Demonstrate knowledge of
the educator’s role as a participating member of the assessment process as
described and mandated by state and federal regulations for Individual family
service plans (IFSP) and individual education plans (IEP).
(4) Demonstrate understanding
of the influences of environmental factors, cultural/linguistic differences,
and diverse ways of learning on assessment outcomes.
(5) Involve the family and, as
appropriate, other team members in assessing the child’s development,
strengths, and needs in order to set goals for the child.
(6) Articulate an understanding
of the distinctions and definitions of assessment concepts (e.g., authentic, screening, diagnostic
assessment, standardized, testing, accountability
assessment).
(7) Apply understanding of
assessment concepts toward selection of appropriate formal assessment measures,
critiquing the limitations of inappropriate measures, and discussing assessment
issues as part of interdisciplinary teams.
(8) Articulate an
understanding that responsible assessment is legally and ethically grounded and
guided by sound professional standards.
It is collaborative and open with the goal of supporting diverse
children and families.
(9) Demonstrate knowledge of
assessment techniques, interpretation of assessment information in the
application of this data to curriculum development or intervention planning.
(10) Demonstrate knowledge of
a variety of techniques and procedures to evaluate and modify program goals for
young children and their families.
(11) Demonstrate knowledge and
use of program evaluation to ensure comprehensive quality of the total
environment for children, families, and the community.
(12) Use both self and collaborative
evaluations as part of on going program evaluations.
G. Professionalism: Professionalism is built upon individual
integrity, responsibility, and ethical practices that demonstrate a profound
respect for all children and their families.
Early childhood professionals embrace a multicultural perspective that
is responsive to individuals in culturally diverse communities in New
Mexico. Professionals make decisions
based upon knowledge of early childhood theories and practices that recognize
diversity of ability, developmental level, and family characteristics. Early childhood professionals advocate for
excellence in early childhood programs and participate in on-going professional
development to enhance their knowledge and skills.
(1)
Adhere to early childhood professional codes of ethical conduct and
issues of confidentiality.
(2) Demonstrate knowledge of
federal, state, and local regulations and public policies regarding programs
and services for children birth - eight (0-8) years of age.
(3) Demonstrate understanding
of conditions of children, families, and professionals; the historical and
current issues and trends; legal issues; and legislation and other public
policies affecting children, families, and programs for young children and the
early childhood profession.
(4) Demonstrate critical
reflection of one’s own professional and educational practices from community,
state, national, and global perspectives.
(5) Demonstrate understanding
of the early childhood profession, its multiple, historical, philosophical and
social foundations, and how these foundations influence current thought and
practice.
(6) Demonstrate a commitment
to leadership and advocacy for excellence in programs and services for young
children and their families.
(7) Demonstrate knowledge in
technology resources to engage in ongoing professional development.
H. Knowledge of Content: Early childhood teachers demonstrate content
knowledge and knowledge of child development and learning both in terms of
academic disciplines and interdisciplinary integration. Early childhood professionals demonstrate
content knowledge including, but not limited to, the arts, literacy,
mathematics, social studies, science, and technology. Early childhood teachers understand that
children's initial experiences with these content areas form the foundation for
later understanding and success. Thus
early childhood teachers develop, implement, and evaluate a content-rich,
integrated curriculum that focuses on children's development and interests,
using their language, home experiences, and cultural values.
(1) Reading and language arts
(a) Demonstrate an
understanding of the foundations of reading and language including research on
children's literacy development, the relationship between oral and written
language, and how children learn to speak, read, write, and listen.
(b) Demonstrate knowledge of
the cultural, linguistics, environmental, and physiological factors in reading
and language arts development.
(c) Articulate characteristics of proficient and
non-proficient readers and the teacher's role in support of all literacy
development.
(d) Demonstrate an
understanding of language structure including graphophonics, semantics, syntax,
and pragmatics systems.
(e) Demonstrated
understandings of the use of classroom reading assessment to understand
students' instructional needs and modify instruction appropriately.
(f) Link assessment and
instruction to New Mexico language arts content standards, benchmarks and
performance standards.
(g) Apply strategies of
differentiated instruction based on the needs of children in all areas of literacy
development including oral language development.
(h) Facilitate activities to
develop fluency; the ability to read text accurately and rapidly.
(i) Facilitate vocabulary
development, including both explicit instruction and indirect vocabulary
development through authentic literature, cultural relevancy, and students'
experiences.
(j) Facilitate comprehension
strategies, including: instruction on
predicting, re-reading, questioning, sequencing, summarizing, retelling, reading for pleasure and analytical and critical
reading, activities to develop fluency, the ability to read text accurately and
rapidly; and study strategies.
(k) Facilitate writing instruction, including
different types of writing for different audiences and purposes, spelling
generalizations; grammar instruction within authentic contexts; and writing
processes, including drafting, revising, and editing;
(l) demonstrate knowledge of
how children develop literacy through the use of culturally relevant pedagogy
that promotes an understanding of the importance of resources students bring to
the classroom; evaluation of text for quality, cultural, and linguistic
appropriateness; and the creation of opportunities for students to consider,
respond to and discuss spoken and written materials including children's
literature, non-fiction, technological media, stories, poems, biographies,
texts from various subject areas.
(2) Mathematics
(a) Demonstrate an
understanding and apply the following mathematical concepts:
(i) the arithmetic of real
numbers and their subsets of rational numbers, integers, and whole numbers
including a large repertoire of interpretations of the four basic operations
and ways they can be applied, and an understanding of place value and its
implications for ordering numbers and estimation;
(ii) three dimensional
geometry based on the concept of distance, and two dimensional geometry as a
method of drawing plans and representing three (3) dimensional objects;
(iii) measurement of
length, perimeter, area, time, weights, and temperature;
(vi) handling
money problems such as cost and unit price.
(b) Demonstrate understanding
and skill in the constructions of solids, measurements of their volumes and
surface areas, drawing their projections, and making plans for their
construction; defining relevant variables and writing formulas describing their
relationships in problem-solving activities; and using measurement tools and
appropriate techniques for recording data and displaying results.
(c) Facilitate curriculum with
open-ended activities that promote children's expansion of the material
learned, and in which children learn to use a variety of mathematical skills
and concepts, including problem solving, reasoning, and logic.
(d) Provide opportunities for
children to learn how to use tools, technology, and manipulatives in problem
solving.
(e) Establish a classroom environment of
respect for cultural diversity and gender equity in which all children develop
skills in communicating, discussing, and displaying mathematical ideas.
(3) Science
(a) Demonstrate understanding
and apply the fundamental concepts in the subject matter of science including
physical, life, and earth and space sciences as well as concepts in science and
technology, science in personal and social perspectives, the history and nature
of science, the unifying concepts of science, and the inquiry process
scientists use in discovery of new knowledge to build a base of scientific
inquiry.
(b) Apply scientific methods to develop
children's abilities to identify and communicate a problem, and to design,
implement, and evaluate a solution.
(c) Demonstrate the ability to
integrate a variety of technologies into planned science activities.
(d) Establish a classroom
environment of respect for cultural diversity and gender equity where all
children participate fully in science learning.
(4)
Social studies
(a) Demonstrate an
understanding of the principles of teaching and learning processes that
underline social studies concepts and can translate these into meaningful
learning activities focusing on inquiry, authenticity, and collaboration.
(b) Demonstrates understanding
that the social studies encompass history, geography, anthropology, archeology,
economics, political science, psychology, sociology, and the interdisciplinary
relationship of all facets of the social studies.
(c) Demonstrate understanding
that the definition of social studies requires that children be socially aware
of and are active participants in local, state, national, and global issues;
and that children recognize and respect diverse local and global perspectives
concerning cultures other than their own.
(d) Implement a variety of
teaching strategies to assist children to use multiple resources including
primary (e.g., documents, artifacts/regalia, direct observation, human
resources, personal background) and secondary (e.g., books, newspapers,
internet) as part of the inquiry/research process.
(e) Create curriculum
experiences that provide opportunities for children to appreciate the
historical development of democratic values, institutions, nations, and
cultures.
(f) Demonstrate the ability to
plan for and engage children in activities that require them to formulate,
analyze, synthesize, and critique issues by using well-reasoned, clearly
supported arguments, policies, and positions.
(g) Demonstrate the ability to
plan for and engage children in the presentation of social studies knowledge
using a variety of sign systems including writing, charts, graphs, maps, art,
music, drama, dance, and technology.
(5) Fine arts and movement
(a) Demonstrate an understanding and
implementation of arts activities such as history, art making, appreciation,
and criticism through dance, music, theater, and the visual arts, appropriate
to young children's developmental levels interests.
(b) Demonstrate knowledge of the distinctions,
connections, and integration between arts disciplines and arts experiences and
encourages study and active participation that leads to skill development and
appreciation.
(c) Facilitate curriculum in which children
communicate at a basic level in the four (4) art disciplines of dance, music,
theater, and visual arts, including knowledge and skills in the use of basic
vocabularies, materials, tools, techniques, and thinking processes of each
discipline.
(d) Create a classroom
environment with exemplary works of art from a variety of cultures and
historical periods and provide opportunities for students to discuss and
respond to them.
(e) Demonstrate an
understanding of motor skill development in young children and apply knowledge
of age and developmentally appropriate psychomotor and cognitive activities.
(f) Create and use appropriate instructional
cues and prompts for motor skills, rhythms, and physical activity.
(g) Apply an understanding of
child development knowledge coupled with child performance data to make informed
instructional decisions.
I. Curriculum and content knowledge
(1) Demonstrate skill in
collaboration with professionals from other disciplines (e.g., mental health,
psychology, speech and language) when planning curriculum and teaching
strategies for young children with diverse abilities.
(2) Demonstrate an
understanding and application of flexible teaching approaches that span a
continuum from child-initiated to an adult-directed and from free exploration
to scaffolded support or teacher modeling.
(3) Apply an understanding of
young children's need for balance, order, depth, variety, and challenge through
curriculum planning, routines, and scheduling (e.g., daily, weekly, and longer-term).
(4) Link child
characteristics, needs, and interests with informal opportunities to build
children's language, concept development, and skills.
(5) Apply knowledge to create
environments that enrich and extent children's play including intervention
strategies (i.e., questioning), respect of cultural diversity and gender
equity.
(6) Support play in young
children's learning and development from age 3 - grade 3.
(7)
Demonstrate sound knowledge and skills in using technology as a teaching
and learning tool.
(8) Demonstrate the ability to
promote positive social interactions and engage children in learning activities
while actively working to increase social and emotional competence of all
children.
(9) Demonstrate the ability to
analyze and critique early childhood curriculum experiences in terms of the
relationship of the experiences to the research base and professional
standards.
(10) Establish high-quality
and meaningful language and pre-literacy experiences across the developmental
continuum, using language, reading and writing to facilitate skill development
while strengthening children's cultural identity.
(11) Demonstrate knowledge of
second-language acquisition and bilingualism including the diversity of home
language environments.
(12) Facilitate family
involvement so that families are engaged with curriculum planning, assessing of
children's learning, and planning for children's transitions to new programs.
(13) Demonstrate conceptual knowledge
of the principles and standards derived from professional content organizations
(zero to three, NAEYC, DEC) for curriculum-decision making.
(14) Demonstrate the use of
reflective practice.
[6.61.12.10 NMAC - N, 01-29-10]
HISTORY OF 6.61.12
NMAC: [RESERVED]
