TITLE 6 PRIMARY
AND SECONDARY EDUCATION
CHAPTER 61 SCHOOL
PERSONNEL - SPECIFIC LICENSURE REQUIREMENTS FOR
INSTRUCTORS
PART 11 LICENSURE
IN EARLY CHILDHOOD EDUCATION, BIRTH - PRE-K
6.61.11.1 ISSUING AGENCY: Public Education Department (PED)
[6.61.11.1 NMAC - N, 01-29-10]
6.61.11.2 SCOPE: All persons seeking licensure in early
childhood education, birth - pre-K.
[6.61.11.2 NMAC - N, 01-29-10]
6.61.11.3 STATUTORY AUTHORITY: Sections 22-2-1, 22-2-2 and 22-2-8.7, NMSA
1978.
[6.61.11.3 NMAC - N - 01-29-10]
6.61.11.4 DURATION: Permanent
[6.61.11.4 NMAC - N, 01-29-10]
6.61.11.5 EFFECTIVE DATE: January 29, 2010 unless a later date is cited
in the history note at the end of a section.
[6.61.11.5 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.]
6.61.11.6 OBJECTIVE: This rule establishes licensure requirements
for those seeking to work in early childhood education, that is, with children
from birth - age 4 years, whether they are developing either typically or
atypically.
[6.61.11.6 NMAC - N, 01-29-10]
6.61.11.7 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. “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.
[6.61.11.7 NMAC - N, 01-29-10]
6.61.11.8 REQUIREMENTS: All persons who perform instructional
services in early childhood education (i.e., birth - four (0-4) years of age)
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;
(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 6.61.11.10; and
(3) earn a minimum of fifteen
(15) semester hours, six (6) of which would be practicum or supervised field
experience nine (9) semester hours of student teaching component in early
childhood education for one of the following ranges: birth - four (0-4) years of age 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 6.61.11.8
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
B. possess valid certificate issued by
the national board for professional teaching standards for the appropriate
grade level and type.
[6.61.11.8 NMAC - N, 01-29-10]
6.61.11.9 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.
[6.61.11.9 NMAC - N, 01-29-10]
6.61.11.10 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 and assure a
consistent daily schedule for meals, rest, and 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 birth
- four (0-4) years of age.
(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 and
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 learning and development for all
children from birth - eight (0-8) years of age.
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
doors.
(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 an
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 accessing the child's development,
strengths, and needs tin 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. Advanced child development knowledge.
(1) Demonstrate and facilitate
conceptual understanding of family roles in the development of their infant and
toddler, including support for family acquisition of knowledge concerning
infant and toddler's growth, learning, and development and cultural and
linguistic diversity represented within the home setting.
(2) Apply theoretical
knowledge of and ability to provide screening and assessment unique for infants
and toddlers.
(3) Demonstrate ability to
work collaboratively as an advocate with families and IFSP and IEP team members
to provide developmentally supportive environment.
(4) Demonstrate conceptual understanding of
curriculum development and implementation for children birth - four (0-4) years
of age and the ability to articulate theoretically-based rationale for
differences between infant/toddler curriculum and learning environments, and
for children older than four (4).
(5) Articulate and demonstrate
conceptual understanding of respectful, responsive, and reciprocal interactions
that serve as basis for infant/toddler curriculum and learning environments.
(6) Articulate and apply
coherent theoretical knowledge and understanding of young children's
characteristics and needs as encompassing multiple, interrelated areas of
children's development and learning - including physical, cognitive, social,
emotional, language, and aesthetic domains, play, activity, and learning
processes, and motivation to learn.
(7) Apply a conceptual
understanding of the multiple influences on development and learning to working
with children, including cultural and linguistic contexts for development,
children's close relationships with adults and peers, economic conditions of
children and families, health status and disabilities, children's individual
developmental variations and learning styles, opportunities to play and learn,
technology and the media, and family and community characteristics.
I. Curriculum and content knowledge
(1) Demonstrate content
knowledge (e.g., art, music, movement, science, math, literacy, social studies,
and technology) and familiarity with a wide variety of resource in academic
disciplines and apply that knowledge in the development, implementation, and
evaluation of curriculum.
(2) Demonstrate skill in
collaboration with professionals from other disciplines (e.g., mental health,
psychology, speech and language, occupational therapy) when planning curriculum
and teaching strategies for young children in diverse abilities.
(3) Demonstrate an
understanding and application of flexible teaching approaches that span a
continuum from child-initiated to adult-directed and from free exploration to
scaffolded support or teacher modeling.
(4) Apply 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).
(5) Link child characteristics, needs, and
interests with informal opportunities to build children's language, concept
development, and skills.
(6) 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.
(7) Support a position of the fundamental
importance of play in young children's learning and development from birth - four
(0-4) years of age.
(8) Demonstrate sound knowledge and skills in
using technology as a teaching and learning tool.
(9) 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.
(10) 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.
(11) Establish priorities for high-quality and
meaningful language and pre-literacy experiences across the developmental
continuum, using language, pre-reading and pre-writing to facilitate skill
development while strengthening children's cultural identity.
(12) Demonstrate knowledge of second-language
acquisition and bilingualism including the diversity of home language
environments.
(13) 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.
(14) Establish integrated experiences (art,
music, movement, science, math, literacy, social studies, and technology) across
a developmental continuum.
(15) Demonstrate conceptual
knowledge of the principles and standards derived from professional
organizations (Zero to Three, NAEYC, DEC) for curriculum-decision making.
(16) Demonstrate the use of reflective practice.
[6.61.11.10 NMAC - N, 01-29-10]
HISTORY OF 6.61.11
NMAC: [RESERVED]
