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6.65.2NMAC


Published: 2015

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TITLE 6                 PRIMARY AND SECONDARY EDUCATION

CHAPTER 65       SCHOOL

PERSONNEL - EDUCATOR PREPARATION

PART 2                 PROFESSIONAL

DEVELOPMENT FRAMEWORK

 

6.65.2.1                 ISSUING AGENCY:  Public

Education Department

[6.65.2.1 NMAC - N, 06-30-06]

 

6.65.2.2                 SCOPE:  The New Mexico

professional development framework establishes statewide standards for all

professional development that impacts licensed staff in New Mexico public

schools.

[6.65.2.2 NMAC - N, 06-30-06]

 

6.65.2.3                 STATUTORY AUTHORITY:  Section

22-2-2 NMSA 1978, 22-2-2-8 NMSA 1978, 22-10A-19 NMSA 1978, and 22-10A-19.1 NMSA

1978.

[6.65.2.3 NMAC - N, 06-30-06]

 

6.65.2.4                 DURATION:  Permanent

[6.65.2.4 NMAC - N, 06-30-06]

 

6.65.2.5                 EFFECTIVE DATE:  June 30,

2006, unless a later date is cited at the end of a section.

[6.65.2.5 NMAC - N, 06-30-06]

 

6.65.2.6                 OBJECTIVE:  The rule

establishes criteria for all professional development programs delivered by the

public education department, statewide professional development providers,

charter schools, public school districts, and for all professional development

providers that apply for professional development funds, or who are awarded

funding by the public education department ("PED") or by the

legislature.  The criteria in this rule

also establishes standards for an evaluation component that will be used by the

PED in accessing charter school, and school district professional development

plans.  The rule creates standards for

developing professional development activities for schools that improve

teachers' knowledge of the subjects they teach and the ability to teach those

subjects to all of their students; are an integral part of the public school

and school district plans for improving student achievement; provide teachers,

school administrators and instructional support providers with the strategies,

support, knowledge and skills to help all students meet the New Mexico academic

content standards; are high quality, sustained, intensive and focused on the

classroom; are developed and evaluated regularly with extensive participation

of school employees and parents.

[6.65.2.6 NMAC - N, 06-30-06]

 

6.65.2.7                 DEFINITIONS:

                A.            "Alignment"

means the degree to which program components match purposes and evaluation

criteria.

                B.            "Collaboration"

means the act of working positively and productively with others to meet a

common goal or purpose.

                C.            "Data"

means information from a variety of sources gathered for a purpose.  For example, data related to student learning

might include student work examples, scripted or video taped observations,

student achievement scores, and/or teacher-generated assessments.  Data related to teacher performance might

include observations; instructional artifacts; and /or student, peer or parent

evaluations.  The terms data and evidence are often used interchangeably.

                D.            "Developmental

levels" means descriptors of development for students and teachers.

                    (1)     Developmental levels for students are

descriptors of how they develop (cognitively, socially and in other ways)

during their formative years in pre k-12 education.

                    (2)     Developmental levels for teachers are

descriptors of how they develop across the continuum of their careers.  In New Mexico, the career continuum for

teachers include three levels of development: 

the level 1 "provisional teacher" (the initial five years of a

teaching career where the teacher demonstrates initial mastery of effective

teaching); the level 2 "professional teacher" (at least three years

of classroom teaching experience during which a teacher demonstrates expert

practice); and the level 3 "master teacher" (at least six years of

experience where the teacher demonstrates exemplary practice).

                E.             "Differentiated"

means the intentional application of multiple modes of instruction or assessment

in order to meet the needs of all members of a group.  The New Mexico teacher competencies are

differentiated across levels of years of experience and teacher

development:  level 1 (provisional

teacher); level 2 (professional teacher); and level 3 (master teacher).

                F.             "Diversity"

means variety among individuals. 

Diversity includes, for example, variations in socio-economic status,

race, developmental level, ethnicity, gender, language, learning styles,

culture, abilities, age, interests, and/or personality.

                G.            "Job-embedded"

means activities that are included as part of the responsibilities of the

teacher's work day.

                H.            "Leadership"

means the work of members of all levels of educational systems who engage in,

collaborate in, and/or guide continuous instructional improvement for the

benefit of the entire system.

                I.              "Professional

development" means a systemic process by which educators increase

knowledge, skills, and abilities to meet professional and organizational goals

that build capacity within the individual, organization, and education system

for the purpose of ensuring success for all students.

                J.             "Professional

development plan" means a plan specifically designed to identify goals,

activities and measurable objectives that will support continuous learning

related to professional knowledge, skills and abilities.

                    (1)     The district professional development plan

is a component of the comprehensive educational plan for student success that

supports academic learning for all students.

                    (2)     The individual teacher's professional

development plan (PDP) is part of the performance evaluation system

requirements.  The teacher's PDP is a

collaborative enterprise involving the teacher and principal in establishing a

yearly plan for professional learning goals, activities, and measurable

objectives based on the nine New Mexico teacher competencies.

                K.            "Professional

development program" means an organized set of professional development

experiences for an education system that will support instructional learning in

an identified area of improvement.

                L.             "Research

based" means results from proven, rigorous educational research

methodologies.

                M.           "Staff

development" means organized professional learning activities.  The terms "professional development and

staff development" are used interchangeably by the national staff

development council as well as in this rule.

                N.            "Student

success" means attainment of knowledge, skills and attributes that will prepare

and nurture individuals to become productive, engaged citizens in a democratic

society.

                O.            "Sustained"

means an effort or activity maintained in a coherent, planed manner over time.

                P.             "Systematic"

means something that is characterized by order and planning.

                Q.            "Systemic"

means related to an entire system:  in

this case, an educational organization that is made up of individual but

interdependent components united by a common purpose, action plan, and

accountability.

                R.            "Training"

means a subset of professional development. 

Training includes specialized, often prescribed instruction and practice

that help an individual become proficient in a skill or set of skills.

                S.             "Standards

for staff development" means criteria and expectations that provide

direction for designing a professional development experience that ensures

educators acquire the necessary knowledge and skills.

                T.            "Framework

for professional development" means a document that establishes the

context, processes and content relative to professional development by way of a

statewide definition and belief statements of professional development,

guidelines for the effective designing, implementation, and evaluating of

professional development initiatives at the district and school building-level,

establishing the criteria for school districts to apply for professional

development funds, and to provide information regarding professional

development providers and other resources.

[6.65.2.7 NMAC - N, 06-30-06]

 

6.65.2.8                 REQUIREMENTS

FOR PROGRAM DESIGN AND IMPLEMENTATION:  School district and charter school

professional development programs shall meet the highest standards for

professional development.  New Mexico has

adopted the national staff development council standards for staff development

as requirements for designing, implementing, and evaluating professional

development programs.  All statewide,

PED, charter school and public school district professional development

programs and activities shall address and align with the following standards

and shall articulate:

                A.            context

standards which:

                    (1)     improve the learning of all students by

organizing adults into learning communities whose goals are aligned with those

of the school district;

                    (2)     require skillful school and district

leaders who guide continuous instructional improvement;

                    (3)    require resources to support adult learning

and collaboration;

                B.            process

standards which:

                    (1)     improve the learning of all students by

using disaggregated student data to determine adult learning priorities,

monitor progress, and help sustain continuous improvement;

                    (2)     use multiple sources of information to

guide improvement and demonstrate its impact;

                    (3)     prepare educators to apply research to

decision making;

                    (4)     use learning strategies appropriate to the

intended goal;

                    (5)     apply knowledge about human learning and

change;

                    (6)     provide educators with the knowledge and

skills to collaborate;

                C.            content

standards which:

                    (1)     improve the learning of all students by

preparing educators to understand and appreciate all students;

                    (2)     create safe orderly and supportive

environments, and hold high expectations for their academic achievement;

                    (3)     deepen educators' content knowledge;

                    (4)     provide them with research-based

instructional strategies to assist students in meeting, rigorous academic

standards and prepare them to use various types of classroom assessments

appropriately;

                    (5)     provide educators with knowledge and

skills to involve families and other stakeholders appropriately.

[6.65.2.8 NMAC - N, 06-30-06]

 

6.65.2.9                 REQUIREMENTS

FOR PROGRAM EVALUATION:

                A.            All

statewide, PED, charter school and public school district professional development

programs shall be evaluated at least every three years to determine the

effectiveness of the program based on evidence of improved educator practice

and student learning.

                B.            Levels

of program evaluation shall include evidence of:

                    (1)    

participant response;

                    (2)     participant learning;

                    (3)     organizational change and support;

                    (4)     participant use of knowledge and skills;

and

                    (5)     student learning.

[6.65.2.9 NMAC - N, 06-30-06]

 

6.65.2.10               REQUIREMENTS

FOR PROFESSIONAL DEVELOPMENT FUNDING:  Schools, school districts or independent

programs or agencies that apply for or are awarded state or federal funding to

support professional development programs or activities must demonstrate

alignment between the proposed programs and the New Mexico professional

development framework.  Funding proposals

shall explicitly address all of the following questions:

                A.            context:

                    (1)     how are the resources (time, leadership,

personnel, and budget considerations) structured to support the plan?

                    (2)     how are roles of leaders and participants

defined and goals determined?

                    (3)     how are data related to student learning

to be used to determine goals and assess outcomes?

                    (4)     how is collaboration among administrators

and teachers embedded in the professional development process?

                B.            content:

                    (1)     what should participants know and be able

to do?

                    (2)     is the content clearly connected to

workplace requirements and clearly articulated goals?

                    (3)     are appropriate adult learning strategies

used that will support program effectiveness?

                    (4)     is 

there a range of learning opportunities that address areas of need,

diversity, skill development and refinement?

                    (5)     how are data related to student learning

to be used to determine goals and assessment outcomes?

                    (6)     how is collaboration among administrators

and teachers embedded in the professional development process?

[6.65.2.10 NMAC - N,

06-30-06]

 

HISTORY OF 6.65.2 NMAC:  [RESERVED]