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]