Teacher Professional Development in New Mexico


Information for professional development in New Mexico seems to be available only from the "Public Education Department" at:

http://www.ped.state.nm.us/licensure/


There does not appear to be a New Mexico Education Association.


The information below provides some detail about certification but does not seem to provide much about professional development.

TITLE 6 PRIMARY AND SECONDARY EDUCATION
CHAPTER 61 SCHOOL PERSONNEL - SPECIFIC LICENSURE REQUIREMENTS FOR
INSTRUCTORS
PART 5 LICENSURE FOR GRADES PRE K-12

6.61.5.1 ISSUING AGENCY: Public Education Department (PED)
[11-14-98; 07-30-99; 6.61.5.1 NMAC - Rn, 6 NMAC 4.2.3.5.1, 06-01-02; A, 06-15-06; A, 10-31-07]

6.61.5.2 SCOPE: Chapter 61, Part 5, governs licensure in grades pre K-12, for those persons seeking such licensure.
[11-14-98; 6.61.5.2 NMAC - Rn, 6 NMAC 4.2.3.5.2, 06-01-02; A, 06-15-06; A, 10-31-07]

6.61.5.3 STATUTORY AUTHORITY: Sections 22-2-1, 22-2-2 and 22-10A-6, NMSA 1978.
[11-14-98; 6.61.5.3 NMAC - Rn, 6 NMAC 4.2.3.5.3 & A, 06-01-02; A, 06-15-06]

6.61.5.4 DURATION: Permanent.
[11-14-98; 6.61.5.4 NMAC - Rn, 6 NMAC 4.2.3.5.4, 06-01-02]

6.61.5.5 EFFECTIVE DATE: November 14, 1998, unless a later date is cited at the end of a section.
[11-14-98; 6.61.5.5 NMAC - Rn, 6 NMAC 4.2.3.5.5 & A, 06-01-02]

6.61.5.6 OBJECTIVE: This rule governs licensure requirements in grades pre K-12 for those persons seeking such licensure.
[11-14-98; 6.61.5.6 NMAC - Rn, 6 NMAC 4.2.3.5.6, 06-01-02; A, 06-15-06]

6.61.5.7 DEFINITIONS:
A. “Core academic subjects” means English, language arts, reading, mathematics, science, the arts, including music and visual arts, social studies, which includes civics, government, economics, history, and geography, and modern and classical languages, except the modern and classical Native American languages and cultures of New Mexico tribes or pueblos.
B. “A highly qualified beginning pre K-12 teacher”, under this rule, means a teacher who is fully qualified to teach the core academic subjects in grades pre K-12, who is new to the profession, who has pursued a standard route to licensure and who:
(1) meets the requirements for pre K-12 licensure in Subsections A or B in 6.61.5.8 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.
C. "Pre-kindergarten" means a voluntary developmental readiness program for children who have attained their fourth birthday prior to September 1.
[6.61.5.7 NMAC - N, 08-15-03; A, 06-15-06]

6.61.5.8 REQUIREMENTS:
A. persons seeking pre K-12 licensure pursuant to the provisions of this rule shall meet the requirements of Subsection A of 6.61.5.8 NMAC or Subsection B of 6.61.5.8 NMAC.
(1) 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 semester hours in English;
(b) twelve semester hours in history including American history and western civilization;
(c) six semester hours in mathematics;
(d) six semester hours in government, economics or sociology;
(e) twelve semester hours in science, including biology, chemistry, physics, geology, zoology, or botany;
(f) six semester hours in fine arts; and
(2) credits from a regionally accredited college or university which include twenty-four to thirty-six semester hours of professional education in an education program approved by the public education department (PED), including completion of the PED approved functional areas and related competencies in professional education for grades pre K-12; and including
(a) a mandatory student teaching component; and
(b) twenty-four to thirty-six semester hours in at least one teaching field such as mathematics, science(s), language arts, reading, or from among history, geography, economics, civics and government (or other content related areas), twelve hours of which must be in upper division courses as defined by the college or university; individuals must also complete the PED approved functional areas and related competencies in the teaching field; and
(3) in addition to the requirements specified in Subsection A, Paragraphs (1), (2) and (4) of 6.61.5.8 NMAC, three (3) hours in the teaching of reading in subject matter content 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
(4) passage of all portions of the New Mexico teacher assessments or any successor teacher examination adopted by the PED; and
(5) satisfy the requirements of a highly qualified beginning pre K-12 teacher; or
B. possess a valid certificate issued by the national board for professional teaching standards for the appropriate grade level and type.
[11-14-98; 6.61.5.8 NMAC - Rn, 6 NMAC 4.2.3.5.8 & A, 06-01-02; A, 08-15-03; A, 06-15-06; A, 10-31-07]

6.61.5.9 IMPLEMENTATION: All persons holding a valid pre K-12 New Mexico license or endorsement on June 30, 1989 shall be entitled to pre K-12 licensure. Such licensure may be further continued pursuant to rule(s) as established by the PED.
[11-14-98; 6.61.5.9 NMAC - Rn, 6 NMAC 4.2.3.5.9, 06-01-02; A, 06-15-06]

6.61.5.10 REFERENCED MATERIAL: Competencies for entry level pre K-12 teachers
A. Essential competencies for all areas
(1) Makes rational decisions including development and implementation of plans within the classroom or involving other areas of concern.
(2) Communicates, written and orally, to all groups in an appropriate manner, including demonstrating effective writing skills, and uses standard English skills where appropriate.
(3) Evaluates oneself in all areas of professional work.
(4) Understands how social and cultural environments affect the development and selection of various strategies and techniques used to meet the needs of the students.
(5) Responds to students as individuals.
(6) Maintains a classroom environment where individual differences are respected.
(7) Is sensitive to and knows resources available for meeting students' diverse language needs.
B. Management skills
(1) Arranges physical environment of the classroom for optimum learning.
(2) Develops and implements appropriate classroom management.
(3) Sets appropriate goals for self and students in regard to expected classroom behavior and nonacademic activities.
(4) Establishes student cohesiveness in the classroom.
(5) Acts as a good role model within the context of the individual school culture.
(6) Uses techniques which develop positive self esteem.
(7) Maintains students' involvement in appropriate tasks.
(8) Maintains documentation to insure accountability.
(9) Maintains time on task.
(10) Uses and applies appropriate conflict resolution skills.
C. Human relations
(1) Works as a member of a team.
(2) Utilizes knowledge of child and adolescent behavior.
(3) Uses appropriate public relation skills dependent on the group involved, particularly in relation to parent and community members.
(4) Communicates and uses appropriate interaction strategies with students regardless of exceptionalities.
(5) Interprets and explains data in a manner appropriate to parents and other groups.
(6) Develops and uses community and professional resources.
(7) Recognizes and reports signs of child abuse.
(8) Communicates with parents about students' achievement and progress.
(9) Recognizes impact of family life on child's ability to learn.
D. Knowledge of the profession
(1) Demonstrates knowledge of the role of the teacher which includes other responsibilities outside of the classroom.
(2) Demonstrates knowledge of teaching as a professional including the responsibilities and rights inherent in that profession, including adherence to ethical behavior as defined by state and local boards.
(3) Demonstrates awareness of professional organizations, of legal guidelines and their ramifications, and of the structure of local, state, and federal educational systems.
(4) Uses stress and time-management skills.
E. Instructional planning and implementation
(1) Organizes instruction around developmental levels of students using knowledge of learning theory and cognitive development.
(2) Uses appropriate techniques, strategies and materials to achieve the desired instructional goal.
(3) Integrates basic skills with various content areas.
(4) Carries out instructional planning, preparation, and implementation.
(5) Establishes appropriate instructional goals for the class and the individual student.
(6) Teaches concepts and applies those concepts to all subject areas.
(7) Develops and uses appropriate questioning techniques.
(8) Uses instructional techniques which will develop critical thinking for all students.
(9) Adapts curriculum to meet the needs of individual students.
(10) Uses current technology for instructional and management needs.
(11) Translates diagnostic data and prescribes sound instructional programs.
(12) Demonstrates knowledge of community and professional resources which are useful for instructional purposes.
(13) Provides alternate teaching strategies based on individual/group learning styles and the nature of the content being taught.
(14) Facilitates social, emotional, visual, and physical development.
(15) Adapts activities and materials to physical condition of students (e.g. hand dominance, vision, and hearing).
F. Assessment and evaluation of students
(1) Understands tests and measurements.
(2) Selects, uses, and interprets assessment/evaluation techniques.
(3) Interprets and explains evaluation data to various groups of people.
(4) Recognizes exceptional students and understands the referral process.
(5) Devises appropriate instructional and testing instruments.
[11-14-98; 6.61.5.10 NMAC - Rn, 6 NMAC 4.2.3.5.10, 06-01-02; A, 06-15-06]



Information gathered by Colleen Conway (conwaycm@umich.edu)