Guidelines For The New Mexico Annual Teacher Performance Evaluation

Third Edition May 2005

New Mexico Public Education Department

Educator Qualit Division
300 Don Gaspar-Jerry Apodaca Education Building Santa Fe, NM 8 !0"-# 8$ %&one' !0!-8# -3!33 Fa(' !0!-8# -3!#!

!ames "all# Asst$ %uperintendent for Educator Qualit

Annual Evaluation Desi&n 'or( Group )*Tiered +icensure ,mplementation Pro-ect

Dr) *ory Butler, +os,ell -ndependent Sc&ools - *&air
%aul Benoit, Ani.as %u/lic Sc&ools Ellen Bernstein, Al/u0uer0ue 1eac&ers Federation *at&y Berry&ill, Educational *onsultant, 2os Ala.os National 2a/oratories *&arles Bo,yer, National Education Association 3 Ne, Me(ico *arol Bro,n, Educational *onsultant, 2os Ala.os National 2a/oratories Jean *asey, A%S45NM %artners&ip %rogra.s Ja.es *&a6e7, Al/u0uer0ue %u/lic Sc&ools Be6erly *ro,e, 8estern Ne, Me(ico 5ni6ersity-Gallup Mary de 2ope7, +io +anc&o %u/lic Sc&ools Gary D,yer, Bernalillo %u/lic Sc&ools +andy Ear,ood, 2os 2unas %u/lic Sc&ools 2eslie Frit7, National Education Association-Ne, Me(ico 2ucila Gar7a, Mentoring -nno6ations, 22* 2oren7o Gon7ales, Educational *onsultant, 2os Ala.os National 2a/oratories 2arry Martine7, %u/lic Education Depart.ent Ji. McDaniel, *lo6is %u/lic Sc&ools +osalita Mitc&ell, 5ni6ersity o9 Ne, Me(ico Jo&n B) Mondrag:n, Ne, Me(ico +esearc& ; Study *ouncil S&aron Morgan, 2os 2unas %u/lic Sc&ools Mic&ael %age, 2o6ington %u/lic Sc&ools %aula %apponi, Ne, Me(ico *oalition o9 Sc&ool Ad.inistrators Jac<ie +iggs, Ne, Me(ico Business +oundta/le Jo&n +yan, Bernalillo %u/lic Sc&ools *indy Si.s, Moriarty %u/lic Sc&ools *arol 1e,el,eit, Ala.ogordo %u/lic Sc&ools =ersti 1yson, %u/lic Education Depart.ent 2inda 8ur7/ac&, +esources 9or 2earning, 2td)

Table of .ontents ,ntroduction Guidelines for Performance Evaluation

Su..ati6e E6aluation 9or 1eac&er 2icensure 9or. %rogressi6e Docu.entation o9 1eac&er %er9or.ance 9or.

/ 0 11 1) 1/ 12 31 )6 )1

Guidelines for Professional Development Plan

+e9lection on Annual %ro9essional De6elop.ent %lan >%D%? 9or.

Assessment Guidelines for Teacher .ompetencies and ,ndicators District 4e5uirements from PED 4e&ulation +icensure 4e5uirements from PED 4e&ulation

Guidelines for Annual Teacher Performance Evaluation

,ntroduction
1&e Ne, Me(ico 3-1iered 2icensure Syste. created /y t&e passage o9 @B#"# and t&e %u/lic Education Depart.ent +egulation $)$A)B %er9or.ance E6aluation Syste. +e0uire.ents 9or 1eac&ers sets 9ort& speci9ic re0uire.ents 9or a @ig&ly C/Decti6e 5ni9or. State,ide Standard o9 E6aluation >@C5SSE? 9or teac&er licensure) Ne, Me(ico Statute ##-"0A-B)B states t&at t&e Ne, Me(ico licensure 9ra.e,or< 9or teac&ers is a progressi6e career syste. in ,&ic& licensees are re0uired to de.onstrate increased co.petencies and underta<e greater responsi/ilities as t&ey progress t&roug& t&e licensure le6els) %ED +egulation $)$A)B)8)D states t&e 9or.at 9or t&is e6aluation s&all /e esta/lis&ed /y t&e depart.ent and s&all /e uni9or. t&roug&out t&e state in all pu/lic sc&ools) 1&e Guidelines for NM Annual Teacher Performance Evaluation ,ere created t&roug& t&e contri/utions o9 .any pro9essional Ne, Me(ico educators, including teac&ers and ad.inistrators, at /ot& t&e pu/lic sc&ool and uni6ersity le6el, and ,it& t&e assistance o9 %u/lic Education Depart.ent sta99 .e./ers and consultants) 1&is pu/lication is to >"? in9or. sc&ool districts, sc&ool ad.inistrators, and sc&ool teac&ers o9 t&e @ig&ly C/Decti6e 5ni9or. State,ide Standard o9 E6aluation >@C5SSE? 9or teac&er licensure set 9ort& under t&e 3-1iered 2icensure Syste. and >#? to assist sc&ool districts in t&e de6elop.ent o9 district Annual 1eac&er per9or.ance e6aluation policies, procedures, and 9or.s to i.ple.ent t&e re0uire.ents o9 %ED +egulation $)$A)B) 1&e 3-1iered 2icensure annual teac&er per9or.ance e6aluation syste. pro6ides a di99erentiated approac& to teac&er per9or.ance e6aluation in co.pliance ,it& t&e re0uire.ents on NMSA##-"0A-B)B 9or eac& le6el o9 licensure' 2e6el - %ro6isional 1eac&er, 2e6el -- %ro9essional 1eac&er, and 2e6el --- Master 1eac&er) 1&e teac&er per9or.ance e6aluation instru.ent includes t&e sa.e nine co.petencies 9or eac& licensure le6el) 1&e co.petency indicators descri/e, in ter.s o9 o/ser6a/le or .easura/le teac&er and student /e&a6iors 9or eac& licensure le6el, t&e de.onstra/le e6idence re0uired 9or EMeets E(pectationsF 9or t&e co.petency) 1&e teac&er per9or.ance e6aluation procedures and t&e %ro9essional De6elop.ent %lan >%D%? procedures are also di99erentiated 9or eac& o9 t&e t&ree licensure le6els) 1&ese guidelines 9or i.ple.enting teac&er per9or.ance e6aluation include' >"? Guidelines 9or %er9or.ance E6aluation 9or eac& le6el o9 licensure ,&ic& includes t&e teac&er per9or.ance e6aluation, >#? Guidelines 9or %ro9essional De6elop.ent %lan 9or eac& licensure le6el ,&ic& includes t&e For.ati6e E6aluation o9 t&e %D% 9or., >3? Descriptions o9 1eac&er *o.petence in t&e 3-1iered 2icensure Syste., and >B? District re0uire.ents as per %ED +egulation $)$A)B and 2icensure +e0uire.ents as per %ED +egulation $)$A)B) Eac& district .ust use t&e nine Ne, Me(ico teac&er co.petencies and indicators 9or Ne, Me(ico, and .ust 9ollo, t&e Guidelines for the New Mexico Annual Teacher Performance Evaluation to .eet t&e re0uire.ents o9 @C5SE) Districts .ay add additional co.petencies and indicators deter.ined appropriate /y t&e local district)
Guidelines for the NM Annual Teacher Performance Evaluation Third Edition May 2005 B

Eac& sc&ool district in Ne, Me(ico .ust pro6ide t&e %u/lic Education Depart.ent ,it& a ,ritten teac&er per9or.ance e6aluation plan 9or t&e district t&at .eets t&e re0uire.ents o9 %ED +egulation $)$A)B, ,&ic& includes all o9 t&e 9ollo,ing' 1&e district teac&er per9or.ance e6aluation policy appro6ed /y t&e local sc&ool /oard t&at co.plies ,it& t&e @C5SSE procedures outlined in t&is docu.ent) 8ritten guidelines and procedures 9or t&e district annual teac&er per9or.ance e6aluation syste. t&at co.plies ,it& t&e Guidelines for NM Annual Teacher Performance Evaluation) All 9or.s used in t&e district teac&er per9or.ance e6aluation plan) A district plan 9or training all teac&ers and all ad.inistrati6e or super6isory personnel assigned teac&er per9or.ance e6aluation duties)

Due Date' 1itle $, *&) $A, %art B, Section $)$A)B)"" states, EG t&e districtHs %lan s&ould /e de6eloped no later t&an 7ctober 1# 366/)F @o,e6er, as a result o9 t&e .ost recent re6ision o9 t&is rule, districts are not re5uired to submit their Plan to the Public Education Department) 1&is docu.ent s&ould /e de6eloped, sta99 s&ould /e trained a/out t&e e(pectations o9 t&is district plan, and sta99 s&ould /e supported to success9ully .eet t&e e(pectations o9 t&is plan, including t&e de6elop.ent o9 a %ro9essional De6elop.ent Dossier 9or licensure ad6ance.ent) 1&e %lan s&ould /e <ept at t&e district le6el)

Guidelines for the NM Annual Teacher Performance Evaluation Third Edition May 2005

GUIDELI E! "#$ PE$"#$MA %E E&ALUATI#

Eac& district s&all su/.it a teac&er e6aluation plan t&at .eets t&e stateHs re0uire.ents o9 a @ig&ly C/Decti6e 5ni9or. State,ide Standard o9 E6aluation >@C5SSE?) 1&e purpose o9 t&is guide is to pro6ide assistance to all parties in6ol6ed in t&e i.ple.entation o9 Ne, Me(icoHs 1eac&er %er9or.ance E6aluation Syste. re0uire.ents) 1&e guide encourages 9le(i/ility in c&oosing a.ong a 6ariety o9 approac&es to data collection, rat&er t&an identi9ying a single prescri/ed approac& to i.ple.enting a districtHs e6aluation plan) 1&ere are .any purposes for evaluation) A.ong t&e.' ") 1o assist in identi9ying and /uilding upon teac&er strengt&s) #) 1o ser6e as t&e /asis 9or t&e i.pro6e.ent o9 instruction) 3) 1o de6elop re.ediation goals) B) 1o en&ance t&e i.ple.entation o9 progra.s o9 curriculu.) !) 1o plan .eaning9ul pro9essional de6elop.ent) $) 1o address accounta/ility and teac&er 0uality) ) 1o support 9air, 6alid and legal decisions 9or re&ire, pro.otion decisions or ter.ination) E6aluation 9or di99erent purposes re0uires di99erent procedures) 1&e 3-1ier 2icensure and %er9or.ance E6aluation Syste. e.p&asi7es teac&er gro,t& t&roug& di99erentiated teac&ing indicators t&at are re9lecti6e o9 t&e co.petency le6els o9 teac&ers and t&e creation o9 indi6idual %ro9essional De6elop.ent %lans) Eac& o9 t&e t&ree le6els o9 licensure &as nine >A? co..on co.petencies ,it& di99erentiation occurring t&roug& license le6el-speci9ic indicators) 1&e per9or.ance e6aluation syste. ,ill indicate a teac&erHs pro9iciency in t&ese license le6el-speci9ic indicators and co.petencies) 1&e nine co..on co.petencies are' ") 1&e teac&er accurately de.onstrates <no,ledge o9 t&e content area and appro6ed curriculu.I #) 1&e teac&er appropriately utili7es a 6ariety o9 teac&ing .et&ods and resources 9or eac& area taug&tI 3) 1&e teac&er co..unicates ,it& and o/tains 9eed/ac< 9ro. students in a .anner t&at en&ances student learning and understandingI B) 1&e teac&er co.pre&ends t&e principles o9 student gro,t&, de6elop.ent and learning, and applies t&e. appropriatelyI !) 1&e teac&er e99ecti6ely utili7es student assess.ent tec&ni0ues and proceduresI $) 1&e teac&er .anages t&e educational setting in a .anner t&at pro.otes positi6e student /e&a6ior, and a sa9e and &ealt&y en6iron.entI ) 1&e teac&er recogni7es student di6ersity and creates an at.osp&ere conduci6e to t&e pro.otion o9 positi6e student in6ol6e.ent and sel9-conceptI 8) 1&e teac&er de.onstrates a ,illingness to e(a.ine and i.ple.ent c&ange as appropriateI and A) 1&e teac&er ,or<s producti6ely ,it& colleagues, parents, and co..unity .e./ers)

Guidelines for the NM Annual Teacher Performance Evaluation Third Edition May 2005

4e5uired .ommon Performance Evaluation .omponents As outlined in 1itle $, *&apter $A, %art B' %er9or.ance E6aluation Syste. +e0uire.ents 9or 1eac&ers, Ee6ery pu/lic sc&ool teac&er .ust &a6e an annual per9or.ance e6aluation /ased on an annual pro9essional de6elop.ent planGAnnual per9or.ance e6aluations s&all /e /ased on, a.ong ot&er t&ings, &o, ,ell t&e pro9essional de6elop.ent plan ,as carried out and t&e .easura/le o/Decti6es ,ere ac&ie6ed) 1&e sc&ool principal s&all o/ser6e eac& teac&erHs classroo. practice at least once annually to deter.ine t&e teac&erHs a/ility to de.onstrate state adopted co.petencies and indicators 9or eac& teac&erHs licensure le6elF >$)$A)B)8)D and $)$A)B)"0)* ; D?) 1$ Trainin& for Teachers and Administrators8 1raining .ust assure t&at all participants at t&e sc&ool le6el understand t&e purpose o9 and criteria 9or per9or.ance e6aluation t&roug& an annual E6aluation Crientation) 1&e Crientation .ust address t&e 1eac&er *o.petencies and -ndicators 9or eac& le6el o9 licensure, and t&e role o9 t&e %ro9essional De6elop.ent %lan in t&e %er9or.ance E6aluation Syste.) 1&e Crientation .ust also include an o6er6ie, o9 t&e process ,&ere/y o/ser6ations ,ill /e .ade and per9or.ance data collected, t&e 9or.s to /e used, and t&e ti.eline 9or co.pletion) Ad.inistrator training is i.perati6e to ensure t&e state &as a @ig& C/Decti6e 5ni9or. Syste. o9 E6aluation) According to regulation >$)$A)B)"0)@?, Eat least e6ery t,o years, sc&ool principals s&all attend a training progra. appro6ed /y t&e depart.ent to i.pro6e t&eir teac&er e6aluation s<ills)F 3$ .reation of Professional Development Plan +egulation re0uires t&at t&e teac&er and t&e sc&ool principal create t&e %ro9essional De6elop.ent %lan >%D%? no later t&an 9orty >B0? days a9ter t&e 9irst day o9 eac& sc&ool year) 1&e %lan .ust &a6e .easura/le o/Decti6es, and .ust /e /ased on, a.ong ot&er t&ings' 1&e nine teac&er co.petencies and indicators 9or t&e teac&erHs licensure le6el, 1&e pre6ious yearHs annual e6aluation >i9 applica/le?, and Assurance t&at t&e teac&er is &ig&ly 0uali9ied in t&e core acade.ic su/Dects t&e teac&er teac&es) >$)$A)B)"0)B)"-3? See Guidelines for Professional Develo'ment Plan$ )$ A % stem for Data .ollection and Feedbac( *lassroo. C/ser6ations +egulation re0uires t&at t&e principal Eo/ser6e eac& teac&erHs classroo. practice at least once annually to deter.ine t&e teac&erHs a/ility to de.onstrate state adopted co.petencies4 indicators 9or eac& teac&erHs licensure le6elF >$)$A)B)"0)D?) Besides o/ser6ations, additional 9or.s o9 data ,ill assure a 6alid assess.ent o9 eac& e.ployeeHs a/ility to de.onstrate t&e co.petencies) 1&e 9ollo,ing list pro6ides a 6ariety o9 options 9or collecting data) Cptions 9or Additional Data *ollection' +e6ie, o9 6ideotapeI 8ritten docu.entation o9 acti6itiesI 2ocally de6eloped sur6ey o9 sta99, students, and4or parentsI
Guidelines for the NM Annual Teacher Performance Evaluation Third Edition May 2005

+e6ie, o9 student ,or< and per9or.anceI +e6ie, o9 t&e teac&erHs contri/ution to t&e sc&oolHs 6ision, .ission, and outco.esI %ort9oliosI -n9or.ation gained t&roug& peer o/ser6ation and4or peer coac&ingI Anecdotal recordsI +e9lecti6e DournalsI Sel9-e6aluationsI -nstructional arti9actsI Ct&er 9or.ats)

Feed/ac< Feed/ac< is necessary 9or e6aluation to /e 9air and pro9essional) -t is necessary 9or t&e i.pro6e.ent o9 instruction t&roug& t&e identi9ication o9 teac&er strengt&s and needs 9or i.pro6e.ent) District E6aluation %lans .ust include guidelines 9or pro6iding ti.ely 9eed/ac< on a regular /asis) /$ Evaluation of +evel , Teachers E6aluations ,ill /e co.pleted annually, and ,ill include' ") +e9lection on Annual %ro9essional De6elop.ent %lan >%D%? progress to,ard acco.plis&ing %D% goals and o/Decti6esI #) Docu.entation o9 annual o/ser6ation o9 classroo. practiceI 3) *o.pletion o9 t&e Su..ati6e E6aluation /ased on 2e6el - *o.petencies4-ndicators) 9$ Pro&ressive Documentation and Evaluation of +evel ,, and ,,, Teachers %rogressi6e docu.entation o9 a teac&erHs per9or.ance and pro9essional de6elop.ent plan is a continuous process /y ,&ic& data are collected and analy7ed annually to i.pro6e teac&er 0uality) %rogressi6e docu.entation is a process o9 ongoing 9or.ati6e e6aluation o6er a t&ree-year period) -t includes a running record o9 aut&entic in9or.ation a/out a teac&erHs per9or.ance in t&e areas o9 instruction >Strand A?, student learning >Strand B?, and pro9essional learning >Strand *?) %rogressi6e docu.entation includes' ") +e9lection on Annual %ro9essional De6elop.ent %lan >%D%), progress to,ard acco.plis&ing %D% goals and o/Decti6esI #) Docu.entation o9 annual o/ser6ation o9 classroo. practiceI 3) Ct&er 9or.ati6e per9or.ance dataI B) *o.pletion o9 t&e Su..ati6e E6aluation only at t&e end o9 t&e t&ird year /ased on appropriate 2e6el -- or 2e6el --- *o.petencies4-ndicators) Unless teacher erformance indicates otherwise! a "ummative Performance Evaluation will #e com leted for $evel %% and %%% teachers only at the end of each three&year eriod' 0$ Evaluation .ompetencies and ,ndicators See Descri'tions of Teacher %om'etence in the e( Me)ico *+Tiered Licensure !ystem,$

Guidelines for the NM Annual Teacher Performance Evaluation Third Edition May 2005

%:MMA4; 7F PE4F74MAN.E E<A+:AT,7N 4EQ:,4EMENT% +,.EN%:4E +E<E+% ,# ,,# = ,,,

+icensure +evel ;ears Experience
1 3 )*9

Performance Evaluation 4e5uirements

7bservation > PDP > Evaluation Form 7bservation > PDP > Evaluation Form 7bservation > PDP > Evaluation Form

+evel ,

Application for Advancement to +evel ,, 4e5uired ? Professional Dossier

+evel ,,

/ 9 0

Pro&ressive Documentation that provides formative information on teacher performance$ Must include annual observation of classroom practice > annual PDP review$ Pro&ressive Documentation results in a %ummative Performance Evaluation ever three ears$

Application for Advancement to +evel ,,, #'tional at an point after third ear at +evel ,, ? Masters De&ree > Professional Dossier

+evel ,,,

Pro&ressive Documentation that provides formative information on teacher performance$ Must include annual observation of classroom practice > annual PDP review$ Pro&ressive Documentation results in a %ummative Performance Evaluation ever three ears$

Guidelines for the NM Annual Teacher Performance Evaluation Third Edition May 2005

Annual Evaluation of +evel , Teachers

Ad.inistrators

Crientation and Cngoing 1raining on 1eac&er *o.petencies and t&e E6aluation Syste.

Sta99

De6elop.ent o9 %D% to address *o.petencies4-ndicators, %re6ious E6aluations, and @ig&ly Juali9ied Standards

De6eloped annually /y t&e B0t& sc&ool day

C/ser6ations and Data *ollection

Feed/ac< and +e9lection on Annual %D%

Annual Su..ati6e E6aluation /ased on *o.pletion o9 %D% and *o.petencies4-ndicators 9or 2e6el - 2icensure

New Mexico Teacher Performance Summative Evaluation for Licensure

Guidelines for the NM Annual Teacher Performance Evaluation Third Edition May 2005 "0

Level I Teachers to be completed annually Level II & Level III Teachers to be completed every 3 years
Name of Teacher Grade/ ss!"nment Name of %r!nc!pal and/or #uperv!sor
Rating identification: Competency Number 1. Does not meet competency for licensure level

Date #chool $ampus Level of L!cense

II

III

2. Meets competency for licensure level

STRAN A! "NSTR#CT"$N%

Guidelines for the NM Annual Teacher Performance Evaluation Third Edition May 2005

""

&'

The teacher accurately &emonstrates 'nowle&(e of the content area an& approve& curriculum ' & (

Guidelines for the NM Annual Teacher Performance Evaluation Third Edition May 2005

"#

(' )'

The teacher appropriately utili)es a variety of teachin( metho&s an& resources for each area tau(ht! & The teacher effectively utili)es stu&ent assessment techni*ues an& proce&ures! & #trand ' Instruct!on *v!dence, !nclud!n" student ach!evement and learn!n" "ro+th, -----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------( (

STRAN +! ST# ENT LEARN"N,%

3' .' /' 0' The teacher communicates with an& obtains fee&bac' from stu&ents in a manner that enhances stu&ent learnin( an& un&erstan&in(! The teacher comprehen&s the principles of stu&ent (rowth- &evelopment an& learnin(- an& applies them appropriately! The teacher mana(es the e&ucational settin( in a manner that promotes positive stu&ent behavior- an& a safe an& healthy environment! The teacher reco(ni)es stu&ent &iversity an& creates an atmosphere con&ucive to the promotion of stu&ent involvement an& self. concept! #trand 1' #tudent Learn!n" *v!dence, ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------& & & & ( ( ( (

STRAN C! PR$/ESS"$NAL LEARN"N,%

2' 3' The teacher &emonstrates a willin(ness to examine an& implement chan(e- as appropriate! & The teacher wor's pro&uctively with collea(ues- parents- an& community members! & #trand $' %rofess!onal Learn!n" *v!dence,--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------( (

Professional evelopment Plan Complete& 000 1es

000 No

000 Continue& 2 if multi.year plan3 000 No

Teacher meets hi(hly *ualifie& re*uirements for teachin( assi(nment% 0001es

%r!nc!pal / #uperv!sor $op!es to, #taff 4ember, %ersonnel 5!le, #uperv!sor

Teacher

Guidelines for the NM Annual Teacher Performance Evaluation Third Edition May 2005

"3

Pro&ressive Documentation and Evaluation of +evel ,, and ,,, Teachers

Crientation and Cngoing 1raining on 1eac&er *o.petencies4 -ndicators and t&e E6aluation Syste.

Ad.inistrators

Sta99

De6elop.ent o9 %D% to address *o.petencies4 -ndicators, %re6ious E6aluations, and @ig&ly Juali9ied Standards

De6eloped annually /y t&e B0t& sc&ool day

%rogressi6e Docu.entation >For.ati6e E6aluation? Data *ollection and Feed/ac< 1&is is a 3-year process during ,&ic& data are collected regarding per9or.ance o9 t&e *o.petencies4-ndicators

Ad.inistrati6e inter6ention as needed

Must include' ") Annual C/ser6ation #) +e9lection on Annual %D%

Kear 3 Su..ati6e E6aluation /ased on *o.pletion o9 %D% and *o.petencies4-ndicators 9or eit&er 2e6el -- or 2e6el --- t&roug& %rogressi6e Docu.entation %ro
Guidelines for the NM Annual Teacher Performance Evaluation Third Edition May 2005 "B

Pro&ressive Documentation of Teacher Performance

Teacher +evel Acircle oneB ,, ,,, %%N@Emplo ee ,D Documentation ;ear Acircle oneB 1 3 )

%rogressi6e docu.entation o9 a teac&erHs per9or.ance and pro9essional de6elop.ent plan is a continuous process /y ,&ic& data are collected and analy7ed annually to i.pro6e teac&er 0uality) %rogressi6e docu.entation is a process o9 ongoing 9or.ati6e e6aluation o6er a t&ree-year period) -t includes a running record o9 aut&entic in9or.ation a/out a teac&erHs per9or.ance in t&e areas o9 instruction >Strand A?, student learning >Strand B?, and pro9essional learning >Strand *?)

%chool ;ear CCCCCCCCCCCC %chool CCCCCCCCCCCC PDP 4eview A4e5uired annuall B8

Grade@%ub-ect District

Evaluator@Title8 CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC 7bservation of .lassroom Practice A4e5uired Annuall B8 CCCCCC 7ptional Data for %trand A8
Evaluator @ Title

Date8

CCCCC

CCC

Date8

CCCC

CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC 7ptional Data for %trand "8

Evaluator@Title8

Date8

CCCCCCCCCCCCCCCC

CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC 7ptional Data for %trand .8

Evaluator@Title8

Date8

CCCCCCCCCCCCCCCC

Guidelines for the NM Annual Teacher Performance Evaluation Third Edition May 2005

"!

Evaluator@Title8

CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC

Date8

CCCCCCCCCCCCCCCCC

Teacher %i&nature

Date

CCCCCCCCCCC Evaluator %i&nature Date

GUIDELI E! "#$ P$#"E!!I# AL DE&EL#PME T PLA

As outlined in 1itle $, *&apter $A, %art B' %er9or.ance E6aluation Syste. +e0uire.ents 9or 1eac&ers, Ee6ery pu/lic sc&ool teac&er .ust &a6e an annual per9or.ance e6aluation /ased on an annual pro9essional de6elop.ent planGAnnual per9or.ance e6aluations s&all /e /ased on, a.ong ot&er t&ings, &o, ,ell t&e pro9essional de6elop.ent plan ,as carried out and t&e .easura/le o/Decti6es ,ere ac&ie6edGNo later t&an 9orty sc&ool days a9ter t&e 9irst o9 sc&ool o9 eac& sc&ool year, eac& teac&er and &is or &er sc&ool principal s&all esta/lis& a pro9essional de6elop.ent plan 9or t&e teac&er, ,it& .easura/le o/Decti6es, 9or t&e co.ing sc&ool year /ased on, a.ong ot&er t&ings' >"? Ne, Me(icoHs nine teac&ing co.petencies and indicators 9or t&e teac&erHs licensure le6elI and >#? t&e pre6ious yearHs annual e6aluation, i9 applica/leI and >3? assurance t&at t&e teac&er is &ig&ly 0uali9ied in t&e core acade.ic su/Dect>s? t&e teac&er teac&es and t&at t&e district &as appropriately assigned t&e teac&er to teac& in t&e su/Dect>s? in ,&ic& t&e teac&er is &ig&ly 0uali9ied, as de9ined in t&is rule)F >$)$A)B)8)D and $)$A)B)"0)B ; *? Eac& teac&er and &is or &er sc&ool principal >or designee? s&all esta/lis& an annual %ro9essional De6elop.ent %lan >%D%? 9or t&e teac&er) 1&e %D% .ust &a6e .easura/le o/Decti6es /ased on t&e nine co.petencies and indicators and ,ill target speci9ic areas 9or teac&er pro9essional de6elop.ent) All pro9essional de6elop.ent &as one ulti.ate goal' to i.pro6e student learning) 1&e %D% s&ould not /e con9used ,it& a local sc&ool districtHs %ro9essional Gro,t& %lan >%G%?, ,&ere de9iciencies are identi9ied and addressed) 1&e local district s&ould de6elop %G% guidelines in addition to %D% guidelines) 1$ Guidelines for PDP Desi&n and Evaluation 8it&in t&e 9irst B0 days o9 t&e sc&ool year, t&e teac&er and t&e sc&ool principal ,ill esta/lis& a %D%) 1&e plan .ust identi9y one or .ore .easura/le o/Decti6es) 1&e .easura/le o/Decti6es .ust /e /ased on t&e nine teac&er co.petencies and indicators as deter.ined /y t&e teac&er and t&e sc&ool principal) All nine co.petencies do not &a6e to /e addressed e6ery year) 1&e %D% .ay include .ulti-year .easura/le o/Decti6es and a plan to annually re6ie, t&e progress to,ard .eeting .easura/le o/Decti6es) 1&e %D% s&ould include .easures 9or deter.ining progress, at regular inter6als, to,ard .eeting t&e goals)
Guidelines for the NM Annual Teacher Performance Evaluation Third Edition May 2005 "$

Cnce t&e teac&er and t&e sc&ool principal &a6e esta/lis&ed t&e .easura/le o/Decti6es and goals, /ot& parties s&ould colla/orati6ely de6elop a clearly ,ritten plan to include t&e 9ollo,ing' ") Goals including co.petencies and indicators to /e addressedI #) Action plan including resources, ti.elines, and .easuresI 3) C/ser6a/le resultsI and B) A ,ritten re9lection o9 t&e %D% including an analysis o9 student ac&ie6e.ent and learning gro,t&) Be9ore t&e end o9 t&e sc&ool year, t&e teac&er and t&e sc&ool principal ,ill .eet to assess &o, ,ell t&e %D% ,as carried out and t&e e(tent to ,&ic& .easura/le o/Decti6es ,ere ac&ie6ed) L*o.plete annual 9or.ati6e e6aluation o9 %D%M 1&e results o9 t&e annual 9or.ati6e e6aluation ,ill /e docu.ented on su..ati6e e6aluation) LAnnually 9or 2e6el -I e6ery 3 years 9or 2e6els -- and ---M 1&e %D% process s&all /e di99erentiated 9or le6el o9 licensure to .eet t&e 6aried needs o9 t&e teac&ers at eac& le6el) 3$ +evel , PDP Guidelines 1&e 2e6el - license %D% process s&ould &a6e a structured 9ocus on 9eed/ac< and support regarding t&e teac&erHs per9or.ance on t&e nine teac&er co.petencies during t&e 9irst t&ree years to 9i6e years o9 t&e teac&erHs career) 1&is 9ocus s&ould include t&e acti6e in6ol6e.ent o9 a .entor teac&er in t&e %D% process) 1&e 2e6el - license %D% sources o9 in9or.ation 9or de6eloping t&e %D% .ay include, in addition to ot&er sources' pre6ious annual e6aluation, classroo. o/ser6ation notes, student ac&ie6e.ent data >.ultiple .easures?, instructional arti9acts, sc&ool4district initiati6e>s?, parent and4or student sur6eys, and teac&er acco.plis&.ents) 1&e 2e6el - 2icense %D% goals s&ould 9ocus on per9or.ance areas associated ,it& /eginning teac&ers to include classroo. /ased issues suc& as student di6ersity, .oti6ation, and ac&ie6e.entI student de6elop.ental needs, suc& as relations&ips ,it& peers, students, and parentsI de6elop.ent o9 teac&erHs content area <no,ledgeI and classroo. .anage.ent s<ills and tec&ni0ues) 1&e 2e6el - 2icense %D% goals s&ould 9ocus on t&e teac&erHs e99orts during t&e t&ird to 9i9t& year to de6elop a %ro9essional De6elop.ent Dossier >%DD? 9or ad6ance.ent to,ard a 2e6el -license) 3$ +evel ,, +icense PDP Guidelines

1&e 2e6el -- license %D% process .ay &a6e .ulti-year o/Decti6es and &a6e an option 9or a colla/orati6e %D% ,it& a colleague)

Guidelines for the NM Annual Teacher Performance Evaluation Third Edition May 2005

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1&e 2e6el -- license %D% process .ay also address, a9ter t&ree years o9 e(perience as a 2e6el -licensed teac&er, t&e teac&erHs e99orts to .eet re0uire.ents 9or ad6ance.ent to a 2e6el --license) 1&e 2e6el -- license %D% sources o9 in9or.ation 9or de6eloping t&e %D% .ay include all sources listed in 2e6el - and, in addition, ot&er sources suc& as' curriculu. docu.ents >lesson plan4unit plans?I pro9essional de6elop.ent e(periences suc& as con9erences, se.inars, ,or<s&ops, and coursesI and in9or.ation pertaining to education4content area researc&, 9or e(a.ple, pro9essional Dournals, con9erence in9or.ation, pro9essional organi7ational ne,sletters, recent researc&, /oo<s, etc) 1&e 2e6el -- 2icense %D% goals s&ould address areas associated ,it& .ore e(perienced teac&ers suc& as, a.ong ot&er goals, collection and application o9 longitudinal classroo. data and4or action researc& to i.pro6e t&e learning o9 all studentsI progress to,ards co.pletion o9 a 9or.al acade.ic progra. leading to an ad6anced degreeI enric&ing or e(tending t&e curriculu.I de6elop.ent o9 classroo. or teac&ing .aterialsI and en&ance.ent o9 instructional strategies and student assess.ents) )$ +evel ,,, +icense PDP Guidelines

1&e 2e6el --- 2icense %D% %rocess s&ould e.po,er t&e teac&erHs sel9-directed de6elop.ent o9 t&e %D%, allo, 9or .ulti-year o/Decti6es, and &a6e an option 9or a colla/orati6e %D% ,it& a colleague) 1&e 2e6el --- license %D% sources o9 in9or.ation 9or de6eloping t&e %D% .ay include all sources listed in 2e6el - and 2e6el -- and s&ould include sel9 assess.ent in9or.ation) 1&e 2e6el --- 2icense %D% goals s&ould 9ocus on, a.ong ot&er t&ings, de.onstration o9 studentsH ta<ing responsi/ility 9or t&eir o,n learningI integration o9 .ultiple source data to in9or. teac&er practiceI ta<ing leaders&ip roles in t&e i.pro6e.ent o9 instruction at t&e local, state, or national le6elsI and conducting action researc& to i.pro6e learning o9 all students)

Guidelines for the NM Annual Teacher Performance Evaluation Third Edition May 2005

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New Mexico Teacher Performance Reflection on Annual Professional evelopment Plan 2P P3 Name of Teacher Grade/ ss!"nment Name of %r!nc!pal and/or #uperv!sor Date Level of L!cense #chool $ampus

Teacher Reflection% %rov!de a +r!tten comment on your %D%, !nclud!n" a descr!pt!on of student ach!evement and learn!n" "ro+th'

Principal /ee&bac' 6opt!onal)%

Guidelines for the NM Annual Teacher Performance Evaluation Third Edition May 2005 "A

Professional evelopment Plan Complete&

000 1es

000 No 0001es

000 Continue& 2 if multi.year plan3 000 No

Teacher meets hi(hly *ualifie& re*uirements for teachin( assi(nment%

%r!nc!pal / #uperv!sor $op!es to, #taff 4ember, %ersonnel 5!le, #uperv!sor

7Teacher

Guidelines for the NM Annual Teacher Performance Evaluation Third Edition May 2005

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PDP G:,DE+,NE% "; +,.EN%:4E +E<E+

+E<E+ , PDP
Structured 9ocus on teac&erHs per9or.ance on t&e nine teac&er co.petencies ,it& t&e in6ol6e.ent o9 a .entor teac&er in t&e %D% process) %ources of information8 pre6ious annual e6aluation, classroo. o/ser6ation notes, student ac&ie6e.ent data, instructional arti9acts, sc&ool4district initiati6e>s?, parent and4or student sur6eys, teac&er acco.plis&.ents, and ot&er data collection sources listed under e6aluation co.ponents)

Focus on performance areas associated with be&innin& teachers8 student di6ersity, .oti6ation, and ac&ie6e.entI student de6elop.ental needs, suc& as relations&ips ,it& peers, students, and parentsI de6elop.ent o9 teac&erHs content area <no,ledgeI and classroo. .anage.ent s<ills and tec&ni0ues) Goals should focus on8 t&e teac&erHs e99orts during t&e t&ird to t&e 9i9t& year to de6elop a %ro9essional De6elop.ent Dossier >%DD? 9or ad6ance.ent to,ard a 2e6el -- license)

+E<E+ ,, PDP
May &a6e .ulti-year o/Decti6es ,it& option 9or a colla/orati6e %D% ,it& a colleague) May also address de6eloping a %ro9essional De6elop.ent Dossier >%DD? 9or ad6ance.ent to a 2e6el --license) %ources of information8 all sources listed in 2e6el curriculu. docu.ents >lesson plan4unit plans?I pro9essional de6elop.ent e(periencesI in9or.ation pertaining to education4content area researc&) Goals address areas associated with more experienced teachers8 collection and application o9 longitudinal classroo. data action researc& to i.pro6e t&e learning o9 all studentsI progress to,ard an ad6anced degreeI enric&ing or e(tending t&e curriculu.I de6elop.ent o9 classroo. or teac&ing .aterialsI and en&ancing instructional strategies and student assess.ents)

Guidelines for the NM Annual Teacher Performance Evaluation Third Edition May 2005

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+E<E+ ,,, PDP

S&ould e.po,er t&e teac&erHs sel9-directed de6elop.ent o9 t&e %D%, allo, 9or .ulti-year o/Decti6es, and &a6e an option 9or a colla/orati6e %D% ,it& a colleague) %ources of information8 all sources listed in 2e6el - and 2e6el - sel9 assess.ent in9or.ation) Goals should focus on8 de.onstration o9 studentsH ta<ing responsi/ility 9or t&eir o,n learningI integration o9 .ultiple source data to in9or. teac&er practiceI ta<ing leaders&ip roles in t&e i.pro6e.ent o9 instruction at t&e local, state, or national le6elsI and conducting action researc& to i.pro6e learning o9 all students)

Guidelines for the NM Annual Teacher Performance Evaluation Third Edition May 2005

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PDP P47.E%% MAP

") De6elop ,ritten %D% ,it& .easura/le o/Decti6es 8&o' 1eac&er and Ad.inistrator as *olla/orators 8&en' 8it&in 9irst B0 days o9 SK %D% *o.ponents' Goals including co.petencies and indicators to /e addressed o Cne or .ore .easura/le o/Decti6es o Based on nine teac&er co.petencies and indicators 9or le6el o9 license o Based on pre6ious yearHs per9or.ance e6aluation o May /e .ulti-year Action plan including resources, ti.elines, .easures C/ser6a/le results

#) -.ple.ent %D% 8&o' 1eac&er 8&en' as per %D% ti.eline *o.plete during t&e sc&ool year -.ple.entation -ncludes' Monitoring progress and pro6iding ti.ely 9eed/ac< on a regular /asis *ollecting arti9acts to assess o Ac&ie6e.ent o9 .easura/le o/Decti6es

3) Assess ac&ie6e.ent o9 .easura/le o/Decti6es 8&o' 1eac&er and Ad.inistrator 8&en' %rior to end o9 sc&ool year Assess.ent addresses' A ,ritten re9lection /y t&e teac&er o9 t&e %D% including an analysis o9 student ac&ie6e.ent and learning gro,t& 2e6el o9 ac&ie6e.ent o9 .easura/le o/Decti6es o Assess.ent o9 arti9acts collected -.plications, i9 any, 9or 9ollo,ing yearHs %D% *o.pletion o9 +e9lection on Annual %ro9essional De6elop.ent %lan >%D% B 9or.) Docu.entation o9 assess.ent o9 %D% on per9or.ance e6aluation at end o9 year 9or 2e6el -) Docu.entation o9 assess.ent o9 %D% on %rogressi6e Docu.entation o9 1eac&er %er9or.ance 9or. eac& year 9or 2e6el -- or 2e6el ---)

DE!%$IPTI# ! #" TEA%-E$ %#MPETE %E I T-E E. ME/I%# *+TIE$ED LI%E !U$E !0!TEM
1&e purpose o9 t&e Descriptions o9 1eac&er *o.petence in t&e Ne, Me(ico 3-1iered 2icensure Syste. >D1*? is to gi6e teac&ers and ad.inistrators a tool to descri/e and di99erentiate increased e(pectations 9or teac&er co.petence 9or 2icensure 2e6els -, --, and ----A) 1&ese descriptions .ay /e used to in9or. e6aluatorsH decisions on t&e %rogressi6e Docu.entation and Su..ati6e E6aluation For.s) More i.portantly, t&e D1* pro6ide concrete descriptions o9 e99ecti6e teac&ing t&at de6elop o6er ti.e and ,ill acco.plis& t&e 9ollo,ing outco.es' %ro6ide educators ,it& pro9essional language to tal< a/out and /uild e6idence 9or ,&at t&ey <no, and do t&at i.pacts student learning) Encourage teac&ers to e6aluate and re9lect on t&eir practice) Encourage ad.inistrators to assess teac&ersH strengt&s and ,ea<nesses using e6idence/ased assess.ent) @elp teac&ers /uild %ro9essional De6elop.ent %lans) @elp teac&ers and ad.inistrators across t&e state de6elop consistent understandings o9 teac&er co.petence at di99erent le6els) Students /ene9it /ecause classroo. teac&ing ,ill continue to ta<e into account /est practices t&at .eet t&eir learning needs) 1eac&ers /ene9it /ecause t&ey ,ill continue to e(pand s<ills, <no,ledge, and practices t&at e.p&asi7e student learning) 1eac&er de6elop.ent is an ongoing process and occurs o6er ti.e) Good teac&ers constantly adDust and re9ine t&eir practice /ased on t&e learning needs o9 students) 1eac&ers are in6ol6ed in a continual process o9 i.pro6e.ent and gro,ing e(pertise, supported /y input 9ro. ad.inistrators on annual e6aluations and data collected 9ro. t&eir pro9essional de6elop.ent plans) 1&is continuu. o9 de6elop.ent is represented /y t&e le6els o9 licensure ,it&in t&e Ne, Me(ico 3-1iered 2icensure Syste.' 1&e 2e6el - %ro6isional 1eac&er de6elops 2e6el - co.petencies o6er ti.eI t&e t&ird year teac&er is .ore practiced t&an t&e 9irst year teac&er) 1&e 2e6el -- %ro9essional 1eac&er de.onstrates consistent application o9 2e6el - and -co.petencies o6er ti.e) 1&e 2e6el ----A Master 1eac&er integrates 2e6el -, -- and --- co.petencies into &is4&er practice and &as t&e capacity to &elp students ta<e o,ners&ip o9 t&eir o,n learning)

1&e D1* presents ric& descriptions o9 ,&at teac&ersH per9or.ance loo<s li<e along t&is continuu., as organi7ed into t&ree strands' Strand A' -nstruction >*o.petencies ", #, and !? Strand B' Student 2earning >*o.petencies 3, B, $, and ? Strand *' %ro9essional 2earning >*o.petencies 8 and A?

Guidelines for the NM Annual Teacher Performance Evaluation Third Edition May 2005

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Guidelines for the NM Annual Teacher Performance Evaluation Third Edition May 2005

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Descriptions of Teacher .ompetence for +evel , +icensure

%trand A8 ,nstruction A.ompetencies 1# 3# and 9B .ompetenc 1$ The teacher accuratel demonstrates (nowled&e of the content area and approved curriculum *o.petent 2e6el - teac&ers use t&e state standards and t&e appro6ed curriculu. as t&e /asis o9 instructional planning) -n classroo. instruction, t&ey co..unicate content <no,ledge, learning goals, directions and procedures) -n co..unication and interactions related to content, t&eir spo<en language is clear and standard, and ,ritten language is legi/le) 1&ey use 6oca/ulary correctly 9or t&e content and t&e age o9 students) 1&ey are a/le to display content <no,ledge to students and .a<e connections to ot&er disciplines) .ompetenc 3$ The teacher appropriatel utiliDes a variet of teachin& methods and resources for each area tau&ht$ *o.petent 2e6el - teac&ers c&oose strategies and resources t&at are aligned ,it& t&e standards, curriculu., assess.ent, and needs o9 students) During classroo. instruction, t&ey pro6ide opportunities 9or students to ,or< independently, in s.all groups, and in large groups) 1&ey use a 6ariety o9 .et&ods >suc& as de.onstrations, lectures, student initiated ,or<, group ,or<, 0uestioning, and independent practice?) 1&eir instructional strategies dra, 9ro. a 6ariety o9 resources, suc& as 9ield trips, supple.ental printed .aterials, .anipulati6es, and tec&nology) 1&ey pro6ide opportunities 9or students to apply, practice, and de.onstrate <no,ledge and s<ills learned t&roug& 6arious .odalities) 1o .eet indi6idual student needs, t&ey i.ple.ent necessary .odi9ications and adaptations in instruction and curriculu.) 1&eir students ,it& special needs >including Englis& language learners, t&ose ,&o recei6e special education ser6ices, t&ose ,&o are gi9ted and talented, and t&ose ,it& di6erse cultural /ac<grounds? &a6e access to t&e general education curriculu., in t&e least restricti6e en6iron.ent 9or students ,it& disa/ilities) .ompetenc 9$ The teacher effectivel utiliDes student assessment techni5ues and procedures$ -n t&e classroo.s o9 co.petent 2e6el - teac&ers, assess.ent and instruction are aligned and /ased on content standards and t&e de6elop.ental le6els o9 students) 1&ese teac&ers &a6e a repertoire o9 6arious <inds o9 assess.ent tools and strategies >e)g), de.onstration, o/ser6ation, oral, ,ritten? t&at ser6e /ot& 9or.ati6e and su..ati6e purposes) 8it&in t&eir teac&ing, t&ey use in9or.ation gained 9ro. assess.ent to adDust lesson plans, acti6ities, and instruction) 1&ey .aintain 6aried docu.entation o9 student progress, suc& as student attendance, assign.ents, 6aried assess.ents, and /e&a6ior) 1&ey use assess.ent to gauge a lessonHs e99ecti6eness and t&e e(tent to ,&ic& students ac&ie6e instructional goals) 1&ey also encourage students to use assess.ents to i.pro6e t&eir <no,ledge and s<ills) -n order to 9oster understanding o9 assess.ent use and e6aluation procedures, t&ese teac&ers ad&ere to t&e sc&oolHs re0uired procedures 9or co..unicating ,it& parents4caregi6ers and students a/out student progress) 1&eir responses to concerns a/out student progress are consistent and deli6ered in a ti.ely .anner)

Guidelines for the NM Annual Teacher Performance Evaluation Third Edition May 2005

%trand "8 %tudent +earnin& A.ompetencies )# /# 0 and 2B

.ompetenc )$ The teacher communicates with and obtains feedbac( from students in a manner that enhances student learnin& and understandin&$ *o.petent 2e6el - teac&ers e(plain t&e rele6ance o9 topics and co..unicate t&e instructional intent, directions, or plan to t&eir students) 1&ey e(plain t&e standard 9or success9ul ac&ie6e.ent so t&at students can articulate t&e criteria 9or success9ul per9or.ance) 1&ey are clear ,it& t&eir actions, directions, and e(planations) 1&ey re0uest co..ents 9ro. and co..unicate regularly ,it& students a/out t&eir progress) .ompetenc /$ The teacher comprehends the principles of student &rowth# development# and learnin&# and applies them appropriatel $ *o.petent 2e6el - teac&ersH 0uestioning s<ills and discussion tec&ni0ues are a .i( o9 recitation and &ig&er le6el t&in<ing appropriate to t&e age and de6elop.ental le6el o9 students) 1&ey as< so.e 0uestions t&at are intended to e(pand studentsH understanding o9 t&e concepts) 1&eir instruction pro6ides opportunities 9or students to analy7e and synt&esi7e in9or.ation) 1&ey also use 6arious strategies, .aterials, and resources to .eet t&e needs o9 indi6idual students) .ompetenc 0$ The teacher mana&es the educational settin& in a manner that promotes positive student behavior and a safe and health environment$ *o.petent 2e6el - teac&ers ser6e as .odels 9or constructi6e /e&a6ior 9or t&eir students) 1&ey identi9y, e(plain, and4or .odel e(pected classroo. /e&a6ior) 1&ey en9orce e(pectations and respond to disrupti6e /e&a6ior appropriately) 1&ey &a6e esta/lis&ed routines and procedures 9or students to 9ollo, during class instruction) 1&ey stri6e to .a<e s.oot& transitions /et,een acti6ities) Cn t&e ,&ole, use o9 clearly esta/lis&ed routines and procedures in t&e classroo.s o9 co.petent 2e6el - teac&ers .ini.i7es distractions and interruptions) -n addition, t&ey &a6e .aterials ready 9or planned lessons and acti6ities) -n spite o9 t&eir care9ul planning, &o,e6er, so.e instructional ti.e .ay /e lost in .aterials .is.anage.ent as t&ey e(peri.ent ,it& ne, strategies and gro, in understanding and e(perience in e99ecti6e .anage.ent o9 t&e educational setting) As a result o9 continual e99orts to apply e99ecti6e strategies 9or instructional organi7ation and .anage.ent, t&ey esta/lis& a classroo. en6iron.ent in ,&ic& students 9eel sa9e) *o.petent 2e6el - teac&ers pay attention to student &ealt& and ,ell /eing) .ompetenc 2$ The teacher reco&niDes student diversit and creates an atmosphere conducive to the promotion of positive student involvement and self*concept$ *o.petent 2e6el - teac&ers de.onstrate sensiti6ity and responsi6eness to t&e personal ideas, learning needs, interests, and 9eelings, o9 students ,it& disa/ilities and4or 9ro. culturally, linguistically, and4or socioecono.ically di6erse /ac<grounds) 1&ey de.onstrate respect 9or eac& studentHs /ac<ground, e(perience, learning a/ilities, language, and culture) 1&ey co..unicate ,it& students a/out t&eir ac&ie6e.ent outco.es, and recogni7e student ac&ie6e.ent can 6ary 9ro. one student to anot&er) 1&ey set appropriate e(pectations 9or students) 1&ey also 9ind e99ecti6e instructional and assess.ent strategies
Guidelines for the NM Annual Teacher Performance Evaluation Third Edition May 2005
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to .eet indi6idual studentsH needs and interests and pro6ide opportunities 9or eac& student to succeed) 1&eir instructional practice s&o,s progress o6er ti.e in 6arying instruction and engaging students in acti6e in6ol6e.ent and creati6ity) 1&ey .onitor studentsH /e&a6ior /ut also .a<e e99orts to in6ol6e students in decisions a/out t&e learning process and classroo. cli.ate ,&en opportunities arise)

%trand .8 Professional +earnin& A.ompetencies E and FB

.ompetenc E$ The teacher demonstrates a willin&ness to examine and implement chan&e# as appropriate$ *o.petent 2e6el - teac&ers see< out in9or.ation on .et&odology, researc& and current trends in education to en&ance and i.pro6e t&e 0uality o9 learning) 1&ey use t&is in9or.ation in /uilding t&eir annual pro9essional de6elop.ent plans) 1&ey de.onstrate or i.ple.ent use o9 a 6ariety o9 strategies and /est practices in t&eir classroo.s, resulting in student engage.ent) As t&ey e(a.ine t&eir practice, co.petent 2e6el - teac&ers are ,illing to ris< c&ange and re9ine practice) 1&ey recogni7e t&at c&ange entails ris<, /ut /egin to .a<e c&anges or .odi9ications as appropriate) .ompetenc F$ The teacher wor(s productivel with collea&ues# parents# and communit members$ *o.petent 2e6el - teac&ers .aintain pro9essional co..unication ,it& colleagues in de6eloping and i.ple.enting decisions .ade at t&e tea. or sc&ool le6el) 1&ey ad&ere to sc&ool re0uire.ents 9or co..unicating ,it& parents4caregi6ers a/out t&e instructional progra.) 8&en con9lict arises, co.petent 2e6el - teac&ers atte.pt to use con9lict resolution strategies) 1&ey are /eginning to learn a/out resources t&at t&e parents and t&e co..unity &a6e to o99er)

Guidelines for the NM Annual Teacher Performance Evaluation Third Edition May 2005

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Descriptions of Teacher .ompetence for +evel ,, +icensure

%trand A8 ,nstruction A.ompetencies 1# 3# and 9B .ompetenc 1$ The teacher accuratel demonstrates (nowled&e of the content area and approved curriculum *o.petent 2e6el -- teac&ers e(pand on t&e state standards and t&e appro6ed curriculu. to .a<e t&e. .ore rele6ant 9or students) During instructional acti6ities, t&ey clearly co..unicate content <no,ledge, learning goals, directions, and procedures accurately and in su/stanti6e detail) 1&eir 6oca/ulary and ,ritten language are clear and at an appropriate le6el) 1&ey recogni7e ,&en students are con9used a/out directions or per9or.ance criteria, and t&ey clari9y t&eir co..unication accordingly) Cn t&e ,&ole, co.petent 2e6el -- teac&ersH representations o9 content are suita/le 9or t&eir studentsH learning needs and pro6ide students ,it& connections to t&eir prior <no,ledge and e(periences) 1&ese teac&ers display solid content <no,ledge and 9inds ,ays to integrate ot&er disciplines into t&e curriculu. ,&en appropriate) .ompetenc 3$ The teacher appropriatel utiliDes a variet of teachin& methods and resources for each area tau&ht$ *o.petent 2e6el -- teac&ersH c&oices o9 strategies and resources are aligned ,it& t&e standards, curriculu., assess.ent, and di6erse needs o9 students and result in co&erent instructional design) 1&ese teac&ers use large group, s.all group, and independent student learning e(periences and a 6ariety o9 teac&ing .et&ods >suc& as de.onstrations, lectures, student initiated ,or<, group ,or<, 0uestion, and independent practice? t&at are suita/le to studentsH needs and instructional goals) -n order to support student progress to,ards 6aried goals, t&ey consistently select and put to use rele6ant and suita/le curricular resources) 1&ey pro6ide opportunities 9or students to apply, practice, and de.onstrate <no,ledge in t&e learning styles and .odalities t&at /est 9it t&e.) 1&ey also design and i.ple.ent necessary .odi9ications and adaptations in instruction and curriculu.) Cn t&e ,&ole, co.petent 2e6el -teac&ers routinely adapt strategies and select particular resources to .eet t&e needs o9 indi6idual students) Students ,it& special needs >including Englis& language learners, t&ose ,&o recei6e special education ser6ices, t&ose ,&o are gi9ted and talented, and t&ose ,it& di6erse cultural /ac<grounds? &a6e access to t&e general education curriculu., in t&e least restricti6e en6iron.ent 9or students ,it& disa/ilities) .ompetenc 9$ The teacher effectivel utiliDes student assessment techni5ues and procedures$ -n t&e classroo.s o9 co.petent 2e6el -- teac&ers, assess.ent and instruction are aligned and /ased on content standards and t&e de6elop.ental le6els o9 students) During instruction, t&ese teac&ers pro6ide .ultiple ,ays >suc& as de.onstration, o/ser6ation, oral, ,ritten? 9or students to de.onstrate t&eir <no,ledge and s<ills) -n t&e .ain, co.petent 2e6el -- teac&ers use assess.ent data to i.pro6e 9uture
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learning 9or indi6iduals and groups) 1&ey use /ot& 9or.ati6e and su..ati6e assess.ent data to gauge a lessonHs e99ecti6eness and t&e e(tent to ,&ic& students ac&ie6e instructional goals) 1&eir students clearly understand t&e teac&ersH syste.s 9or docu.enting in9or.ation on student attendance, assign.ents, assess.ent, /e&a6ior, and ac&ie6e.ent) -n order to 9oster understanding o9 assess.ent use and e6aluation procedures, teac&ers co..unicate ,it& parents4caregi6ers and students a/out studentsH progress on a regular, ti.ely and consistent /asis) 1&ese teac&ers respond appropriately to concerns a/out progress e(pressed /y students and parents4caregi6ers)

%trand "8 %tudent +earnin& A.ompetencies )# /# 0 and 2B .ompetenc )$ The teacher communicates with and obtains feedbac( from students in a manner that enhances student learnin& and understandin&$ *o.petent 2e6el -- teac&ers e(plain t&e rele6ance o9 topics to t&eir students and co..unicate t&e instructional intent, directions, or plan) 1&ey e(pect and e(plain clearly a &ig& standard 9or success9ul ac&ie6e.ent) During instruction, t&ey are clear in t&eir actions, directions, and e(planations and c&ec<s 9or understanding) 1&ey use a 6ariety o9 approac&es, including peer and student assess.ent, to ensure clarity a/out t&eir actions, directions, and e(planations to 9urt&er student understanding and learning) -n order to rein9orce ,&at t&ey are teac&ing, co.petent 2e6el -- teac&ers co..unicate regularly ,it& students a/out t&eir progress and o99er suggestions to i.pro6e studentsH understanding and learning) .ompetenc /$ The teacher comprehends the principles of student &rowth# development# and learnin&# and applies them appropriatel $ *o.petent 2e6el -- teac&ers consistently integrate age and de6elop.entally appropriate &ig&er le6el t&in<ing s<ills into instruction to deepen understanding o9 content and to de6elop student s<ills in pro/le. sol6ing, in0uiry and decision-.a<ing) 1&eir 0uestioning s<ills and discussion tec&ni0ues are predo.inantly /ased on .ultiple le6els o9 t&in<ing) 1&ey regularly as< 0uestions t&at are intended to e(pand studentsH understanding o9 t&e concepts) 1&ey pro6ide 9re0uent opportunities 9or students to analy7e and synt&esi7e in9or.ation) Additionally, t&ey adapt strategies and select particular .aterials, and resources to .eet t&e needs o9 indi6idual students) .ompetenc 0$ The teacher mana&es the educational settin& in a manner that promotes positive student behavior and a safe and health environment$ *o.petent 2e6el -- teac&ers identi9y, e(plain, and .odel constructi6e /e&a6ior patterns) 1&ey esta/lis& and rein9orce e(pectations 9or student /e&a6iors t&at pro.ote citi7ens&ip in a classroo. co..unity) 1&ey .onitor student /e&a6iors and redirect t&e.) 1&ey consistently en9orce e(pectations and respond appropriately to disrupti6e /e&a6ior) 1&ey esta/lis& routines and procedures so t&at little instructional ti.e is lost) 1&roug&out instructional acti6ities, transitions occur s.oot&ly, and .o.entu. is .aintained during transitions, distractions, and interruptions) 1o ensure t&ese s.oot& transitions, co.petent 2e6el -teac&ers consistently prepare and arrange .aterials in ad6ance o9 instruction 9or easy student and teac&er accessi/ility) -nstructional ti.e re.ains 9ocused on instruction during .aterials distri/ution and use) 1&ese teac&ers consistently pro6ide a sa9e classroo. en6iron.ent 9or learning) 1&ey regularly attend to t&e &ealt& and ,ell-/eing o9 students)
Guidelines for the NM Annual Teacher Performance Evaluation Third Edition May 2005
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.ompetenc 2$ The teacher reco&niDes student diversit and creates an atmosphere conducive to the promotion of positive student involvement and self*concept$ *o.petent 2e6el -- teac&ers ac<no,ledge and 6alidate t&e ideas, learning needs, interests, and 9eelings o9 students ,it& disa/ilities and4or 9ro. culturally, linguistically, and4or socio-econo.ically di6erse /ac<grounds) 1&ey respect di99erent student /ac<grounds, e(periences, learning a/ilities, languages and cultures and consider t&ese 9actors ,&en planning and i.ple.enting lessons) 1&ey understand &o, students di99er in t&eir approac&es to learning and adDust instruction accordingly) 1&ey c&allenge students ,it& &ig& e(pectations and design opportunities 9or eac& student to succeed /ased on indi6idual learning needs) 8&atHs .ore, t&ey pro6ide students ,it& t&e support t&ey need to ac&ie6e at &ig& le6els) Cn t&e ,&ole, co.petent 2e6el -- teac&ers create an inclusi6e, caring en6iron.ent in ,&ic& eac& indi6idual is respected and 6alued, and t&ey ,or< to &elp de6elop studentsH sel9-estee., .oti6ation, and sense o9 ci6ic responsi/ility) %trand .8 Professional +earnin& A.ompetencies E and FB .ompetenc E$ The teacher demonstrates a willin&ness to examine and implement chan&e# as appropriate$ *o.petent 2e6el -- teac&ers consistently see< out in9or.ation on .et&odology, researc& and current trends in education to en&ance and i.pro6e t&e 0uality o9 learning) 1&ey /uild t&eir pro9essional de6elop.ent plan on t&is in9or.ation) 8&ile applying ,&at t&ey are learning to t&eir practice, t&ey consistently de.onstrate and i.ple.ent a 6ariety o9 strategies and /est practices to .oti6ate and4or engage students in learning) 1&ey regularly ta<e action to pro.ote instructional i.pro6e.ent /y supporting and incorporating c&ange initiati6es) .ompetenc F$ The teacher wor(s productivel with collea&ues# parents# and communit members$ *o.petent 2e6el -- teac&ers cooperate ,it& colleagues in de6eloping and i.ple.enting decisions .ade at t&e tea. or sc&ool le6el) 1&ey syste.atically co..unicate ,it& parents4caregi6ers a/out t&e instructional progra.) 8&en con9lict arises, t&ey use con9lict resolution strategies) 1&ey also use co..unity and parent resources in t&e de6elop.ent o9 t&e instructional progra.)

Guidelines for the NM Annual Teacher Performance Evaluation Third Edition May 2005

3#

Descriptions of Teacher .ompetence for +evel ,,, +icensure

%trand A8 ,nstruction A.ompetencies 1# 3# and 9B .ompetenc 1$ The teacher accuratel demonstrates (nowled&e of the content area and approved curriculum *o.petent 2e6el --- teac&ers acti6ely /uild on t&e state standards and appro6ed curriculu. /y pro6iding instruction /ased on studentsH prior <no,ledge and e(periences and /y anticipating possi/le student .isunderstanding) Directions and procedures are clear) 2earning goals are e(plicit) 1&ese teac&ersH ,ritten and spo<en 6oca/ulary enric&es t&e lesson) -n deli6ering t&e curriculu., co.petent 2e6el --teac&ers not only display e(tensi6e content <no,ledge and .a<e connections to ot&er disciplines, /ut t&ey also con6ey e(plicit connections to pre6ious lessons and4or ot&er su/Dects) .ompetenc 3$ The teacher appropriatel utiliDes a variet of teachin& methods and resources for each area tau&ht$ *o.petent 2e6el --- teac&ers c&oose strategies and resources t&at are aligned ,it& t&e standards, curriculu., assess.ent, and di6erse needs o9 students and result in an engaging, co&erent instructional design) 1&ese teac&ers engage students in large group, s.all group, and independent ,or< acti6ities appropriate 9or instructional e(pectations) 8&en students engage in s.all group acti6ities, t&ey de.onstrate understanding o9 group dyna.ics t&at are appropriate 9or t&e age and de6elop.ental le6el o9 students >e)g), students on tas<, a &ig& le6el o9 student participation, e0ual distri/ution o9 la/or, indi6idual accounta/ility?) -n t&is educational setting, student colla/oration leads to an e(c&ange o9 ideas t&at ac&ie6es learning goals) -n o6erall classroo. instruction, co.petent 2e6el --- teac&ers de.onstrate e99ecti6e selection and use o9 a 6ariety o9 .et&ods t&at are rele6ant to students and instructional goals) +esources are also consistently rele6ant 9or student learning o9 instructional goals) Students are gi6en opportunities to c&oose, adapt, or create resources to en&ance t&eir learning) 1&e 2e6el --- teac&ers pro6ide opportunities 9or students to apply, practice, and de.onstrate ne, learning in t&e 6aried styles, .odalities, and intelligences t&at /est suit t&e.) 1&ese teac&ers participate and colla/orate ,it& colleagues and parents to design and i.ple.ent necessary .odi9ications and adaptations in instruction and curriculu.) 1&ey sea.lessly integrate strategies, .aterials, and resources to acco..odate di6erse student
Guidelines for the NM Annual Teacher Performance Evaluation Third Edition May 2005
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needs) -n t&eir classroo.s, students ,it& special needs >including Englis& language learners, t&ose ,&o recei6e special education ser6ices, t&ose ,&o are gi9ted and talented, and t&ose ,it& di6erse cultural /ac<grounds? &a6e access to t&e general education curriculu., in t&e least restricti6e en6iron.ent 9or students ,it& disa/ilities) .ompetenc 9$ The teacher effectivel utiliDes student assessment techni5ues and procedures$ -n t&e classroo.s o9 co.petent 2e6el --- teac&ers, assess.ent and instruction are sea.less) 1&ese teac&ers continually assess student learning 9or.ally and in9or.ally 9ro. .ultiple sources and use data as t&e /asis o9 9uture instructional planning 9or indi6iduals and groups) Students are a,are o9 &o, t&ey are .eeting standards and instructional goals) 1&eir teac&ers use assess.ent results to adDust daily acti6ities and instruction to .eet t&e needs o9 students) *o.petent 2e6el --- teac&ersH syste. 9or docu.enting in9or.ation on student learning includes state standards ac&ie6e.ent and t&e results o9 state testing ,&en appropriate) 1&e syste. is up-to-date and easily understood /y students, parents4caregi6ers, ad.inistrators, and ot&er sc&ool personnel) 1&ere is e6idence t&at students are a/le to .aintain and trac< t&eir indi6idual progress) 1&ese teac&ers initiate co..unication ,it& 9a.ilies4caregi6ers and students on a 9re0uent /asis on /ot& positi6e and negati6e aspects o9 student progress) Students and 9a.ilies4caregi6ers are co.9orta/le in approac&ing t&e teac&er ,it& concerns)

%trand "8 %tudent +earnin& A.ompetencies )# /# 0 and 2B .ompetenc )$ The teacher communicates with and obtains feedbac( from students in a manner that enhances student learnin& and understandin&$ *o.petent 2e6el --- teac&ers engage students in e(planation and4or de.onstration o9 t&e rele6ance o9 topics and acti6ities and in6ol6e t&e. in esta/lis&ing instructional direction and plan) -n t&eir classroo.s, students understand and can articulate t&e standard 9or success9ul ac&ie6e.ent) -n order to pro.ote student learning, t&ese teac&ers use a 6ariety o9 approac&es, including peer and student assess.ent, to .a<e t&eir actions, directions and e(planation clear to students) Students o99er 9urt&er e(a.ples to en&ance understanding and learning) Cn t&e ,&ole, co.petent 2e6el --- teac&ers consistently engage students in t&e analysis and e6aluation o9 t&eir learning) 1&ey &a6e a syste. to co..unicate ,it& students on t&eir progress) 1&ey acti6ely ,or< ,it& t&eir students to en&ance learning /eyond t&e classroo.) .ompetenc /$ The teacher comprehends the principles of student &rowth# development and learnin&# and applies them appropriatel $ 1&e 0uestioning s<ills and discussion tec&ni0ues o9 co.petent 2e6el --- teac&ers are intended to e(pand studentsH learning o9 t&e concepts presented in t&eir class) 1&ese teac&ers pro6ide .any opportunities during instruction 9or students to analy7e, synt&esi7e and e6aluate in9or.ation) 1&ey encourage students to 9or.ulate 0uestions and initiate discussions) 1&ey sea.lessly integrate strategies, .aterials, and resources to acco..odate di6erse student needs) Students are gi6en opportunities to c&oose, adapt, or create resources to en&ance t&eir learning) .ompetenc 0$ The teacher mana&es the educational settin& in a manner that promotes positive student behavior and a safe and health environment$ *o.petent 2e6el --- teac&ers engage students in esta/lis&ing e(pectations 9or creating a learning en6iron.ent) 1&ey encourage students to de6elop a classroo. .anage.ent syste. t&at teac&es eac&
Guidelines for the NM Annual Teacher Performance Evaluation Third Edition May 2005
3B

student accounta/ility 9or sel9 and ot&ers and accepta/le, appropriate /e&a6iors in learning situations) 1&ese teac&ers integrate t&e teac&ing o9 constructi6e, pro-social /e&a6iors into regular classroo. acti6ities) Students de.onstrate acti6e and appropriate participation) -n order to pro.ote t&is participation, co.petent 2e6el --- teac&ers esta/lis& a syste. in ,&ic& students assu.e so.e responsi/ility 9or routine tas<s) 1ransitions are sea.less, and distractions and interruptions do not inter9ere ,it& learning) -n addition, t&ese teac&ers syste.atically prepare and arrange .aterials in ad6ance o9 instruction to ensure easy access 9or /ot& students and teac&ers) C6er all, t&ey pro6ide .ultiple opportunities ,it&in instruction to address t&e &ealt& and ,ell-/eing o9 students) .ompetenc 2$ The teacher reco&niDes student diversit and creates an atmosphere conducive to the promotion of positive student involvement and self*concept$ *o.petent 2e6el --- teac&ers adDust practice /ased on o/ser6ation and <no,ledge o9 students ,it& disa/ilities and4or 9ro. culturally, linguistically, and4or socio-econo.ically di6erse groups) 1&ey treat all students e0uita/ly, recogni7ing and planning 9or indi6idual di99erences in cultures, languages, learning a/ilities, /ac<grounds, and e(periences) 1&ey create an en6iron.ent in ,&ic& students recogni7e t&eir o,n /ac<grounds and a/ilities, ,&ile also recogni7ing t&e di99erences and si.ilarities t&ey &a6e ,it& t&eir teac&er and class.ates) 8&ile engaged in teac&ing, t&ey use t&eir <no,ledge o9 t&e in9luences o9 conte(t, disa/ility, language, and culture, and socio-econo.ic status to engage students at t&e personal le6el) 1&ey indi6iduali7e instruction and assess.ent /ased on studentsH strengt&s and needs) 1&ey regularly c&allenge students to stri6e 9or t&e ne(t le6el o9 ac&ie6e.ent in a gi6en area) 1&e teac&ers, ot&er students, and ot&er appropriate resources support students in t&e learning process) -n t&e classroo.s o9 t&ese 2e6el --- teac&ers, students percei6e and ac<no,ledge t&eir learning success on a regular /asis) 1&ese teac&ers support students in recogni7ing areas o9 strengt& and needs in t&e.sel6es and guide students to ta<e responsi/ility 9or aug.enting /ot& areas) %trand .8 Professional +earnin& A.ompetencies E and FB .ompetenc E$ The teacher demonstrates a willin&ness to examine and implement chan&e as appropriate$ *o.petent 2e6el --- teac&ers de.onstrate t&e a/ility to reason, ta<e .ultiple perspecti6es, /e creati6e, and ta<e reasoned ris<s to i.pro6e teac&ing) 1&ey s&are in9or.ation ,it& colleagues) 1&ey /uild t&eir pro9essional de6elop.ent plans 9ro. an analysis o9 t&eir gro,t& areas) 1&ese teac&ers initiate and i.ple.ent a 6ariety o9 strategies and /est practices to engage students consistently and 9ully, including opportunities 9or student participation in selecting, adapting and creating strategies /est suited to t&eir learning styles) 1&ey assu.e a leaders&ip role in discourse a/out c&ange, ta<ing i.ple.entation ris<s and ser6ing as a .odel 9or suc& c&ange) .ompetenc F$ The teacher wor(s productivel with collea&ues# parents# and communit members$ *o.petent 2e6el --- teac&ers colla/orate ,it& colleagues in de6eloping and i.ple.enting decisions .ade at t&e tea. or sc&ool le6el) 1&ey initiate and lead ot&er teac&ers in discourse a/out pro9essional issues, using 6aried approac&es including con9lict resolution strategies ,&en appropriate, and .ay assu.e a leaders&ip role at t&e tea., sc&ool, or district le6el) 1&ey also colla/orate ,it& parents and co..unity in de6eloping or i.ple.enting t&e instructional progra., ,&en t&is colla/oration ,ill en&ance or e(pand student learning)

Guidelines for the NM Annual Teacher Performance Evaluation Third Edition May 2005

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Guidelines for the NM Annual Teacher Performance Evaluation Third Edition May 2005

3$

D,%T4,.T 4EQ:,4EMENT% 4elated to Teacher Evaluation for +icensure and Professional Development Plans From PED 4e&ulation 0$0F$/ Performance Evaluation % stem 4e5uirements for Teachers
0$0F$/$E 4EQ:,4EMENT%8

*) 1&e sc&ool district .ust ensure, t&roug& proper annual teac&ing assign.ent and t&roug& annual pro9essional de6elop.ent plans and e6aluations t&at all teac&ers assigned to teac& in core acade.ic su/Dects are &ig&ly 0uali9ied as pro6ided in su/sections A and B o9 t&is section L$)$A)B) M and as re0uired in section """A o9 t&e No *&ild 2e9t Be&ind Act in 1itle - o9 #0 5S* $30") D) E6ery pu/lic sc&ool teac&er .ust &a6e an annual per9or.ance e6aluation /ased on an annual pro9essional de6elop.ent plan t&at .eets t&e re0uire.ents o9 t&e stateHs &ig& o/Decti6e uni9or. standard o9 e6aluation as pro6ided in $)$A)B)"0 NMA*) 1&e 9or.at 9or t&is e6aluation s&all /e esta/lis&ed /y t&e depart.ent and s&all /e uni9or. t&roug&out t&e state in all pu/lic sc&ool districts) 0$0F$/$16 ,MP+EMENTAT,7N 7F TGE G,GG 7"!E.T,<E :N,F74M %TANDA4D 7F E<A+:AT,7N* ANN:A+8 A) No later t&an April ", #00B, eac& sc&ool district s&all su/.it 9or appro6al to t&e depart.ent, policies, guidelines, and procedures 9or annual teac&er per9or.ance e6aluation t&at .eet t&e re0uire.ents o9 t&is regulation) 1&e annual e6aluation plan ,ill /e co./ined ,it& t&e e6aluation plan 9or licensure ad6ance.ent pro6ided in su/section A o9 $)$A)B)"" NMA* to 9or. an o6erall syste. 9or teac&er e6aluation and support) B) No later t&an 9orty sc&ool days a9ter t&e 9irst o9 sc&ool o9 eac& sc&ool year, eac& teac&er and &is or &er sc&ool principal s&all esta/lis& a pro9essional de6elop.ent plan 9or t&e teac&er, ,it& .easura/le o/Decti6es, 9or t&e co.ing year /ased on, a.ong ot&er t&ings' >"? t&e state /oard o9 educationHs nine teac&ing co.petencies and indicators 9or t&e teac&erHs licensure le6elI and >#? t&e pre6ious yearHs annual e6aluation, i9 applica/leI and >3? assurance t&at t&e teac&er is &ig&ly 0uali9ied in t&e core acade.ic su/Dect>s? t&e teac&er teac&es and t&at t&e district &as appropriately assigned t&e teac&er to teac& in t&e su/Dect>s? in ,&ic& t&e teac&er is &ig&ly 0uali9ied, as de9ined in t&is rule) *) Annual per9or.ance e6aluations s&all /e /ased on, a.ong ot&er t&ings, &o, ,ell t&e pro9essional de6elop.ent plan ,as carried out and t&e .easura/le o/Decti6es ,ere ac&ie6ed) D) 1&e sc&ool principal s&all o/ser6e eac& teac&erHs classroo. practice at least once annually to deter.ine t&e teac&erHs a/ility to de.onstrate state adopted co.petencies and indicators 9or eac& teac&erHs licensure le6el) E) -9 a le6el -- or le6el ----A teac&er does not de.onstrate essential co.petencies 9or a gi6en sc&ool year, t&e sc&ool district s&all pro6ide t&e teac&er ,it& pro9essional de6elop.ent and peer inter6ention, including .entoring, 9or a period t&e sc&ool principal dee.s necessary) -9 /y t&e end o9 t&at sc&ool year t&e teac&er still 9ails to de.onstrate essential co.petencies, a district .ay c&oose not to contract ,it& t&at teac&er) F) -9 a le6el ----A teac&er does not de.onstrate essential co.petencies at le6el ----A 9or a gi6en sc&ool year, t&e sc&ool district s&all pro6ide t&e teac&er ,it& pro9essional de6elop.ent and peer inter6ention, including .entoring, 9or a period t&e sc&ool principal dee.s necessary) -9 /y t&e end o9 t&e 9ollo,ing sc&ool year t&e teac&er still 9ails to de.onstrate essential le6el ----A co.petencies, t&e superintendent .ay reco..end to t&e state superintendent o9 pu/lic instruction t&at t&e teac&erHs le6el ----A license /e suspended until suc& ti.e as t&e teac&er de.onstrates t&e essential co.petencies at le6el ----A) Depending on t&e outco.e o9 any due process proceeding under t&e 5ni9or. 2icensing Act, Sections $"-"-" t&roug& $"-"-3", NMSA "A 8, and i9 t&e superintendent 6eri9ies t&at t&e teac&er .eets t&e standards 9or a le6el -- license, t&e teac&er .ay /e issued a le6el -- license during t&e period o9 le6el ----A licensure suspension) A suspended le6el ----A license .ay /e reinstated /y t&e state Guidelines for the NM Annual Teacher Performance Evaluation Third Edition May 2005
3

superintendent o9 pu/lic instruction eit&er upon 6eri9ication /y a local superintendent t&at t&e teac&er no, de.onstrates t&e essential co.petencies at le6el ----A or t&roug& t&e process descri/ed in $)$A)B)"" NMA*) @) At least e6ery t,o years, sc&ool principals s&all attend a training progra. appro6ed /y t&e depart.ent to i.pro6e t&eir teac&er e6aluation s<ills)

Guidelines for the NM Annual Teacher Performance Evaluation Third Edition May 2005

38

0$0F$/$13

NE' MEH,.7 TEA.GE4 .7MPETEN.,E% AND ,ND,.AT74% F74 +,.EN%:4E +E<E+% ,# ,,# ,,,8

E) Eac& sc&ool district s&all select and4or de6elop additional standards and indicators deter.ined appropriate /y t&e local sc&ool district to co.plete t&e local teac&er per9or.ance e6aluation syste.) F) Eac& sc&ool district s&all pro6ide training in e6aluation o9 per9or.ance, classroo. o/ser6ation tec&ni0ues, con9erence s<ills, and gro,t& planning to all teac&ers and personnel assigned per9or.ance e6aluation duties)

PED +,.EN%:4E 4EQ:,4EMENT% 4elated to 4enewal and Advancement of +icensure From PED 4e&ulation 0$0F$/ Performance Evaluation % stem 4e5uirements for Teachers
0$0F$/$E 4EQ:,4EMENT%8

E) E(cept as pro6ided in su/section F o9 t&is section, in order 9or a teac&er to ad6ance 9ro. licensure le6el - to le6el -- and 9ro. licensure le6el -- to le6el ----A a teac&er ,&o applies 9or licensure a9ter June 30, #00B .ust success9ully .eet t&e re0uire.ents o9 t&e stateHs &ig& o/Decti6e uni9or. standard o9 e6aluation as pro6ided in $)$A)B)"" NMA*) F) 1&ose teac&ers ,&o are in t&e t&ird year o9 a le6el - license in t&e #003-#00B sc&ool year .ay ad6ance to le6el -- t&roug& t&e rules in place prior to t&e adoption o9 t&is rule /y t&e local superintendent 6eri9ying t&at t&e teac&er &as .et t&e nine essential co.petencies re0uired 9or rene,al o9 licensure /y June 30, #00B) G) 1&ose teac&ers ,&o &old a le6el -- license in t&e #003-#00B sc&ool year .ay ad6ance to le6el ----A t&roug& t&e rules in place prior to t&e adoption o9 t&is rule /y t&e local superintendent 6eri9ying t&at t&e teac&er &as .et t&e nine essential co.petencies re0uired 9or rene,al o9 licensure /y June 30, #00B) @) Cn t&e e99ecti6e date o9 t&is rule, teac&ers &olding le6el -, le6el --, or le6el --- licenses ,ill continue to &old t&ose licenses at t&e sa.e le6el and s&all .eet t&e re0uire.ents 9or t&eir le6el o9 licensure as pro6ided in $)$A)B)"# NMA* /y Septe./er ", #00$, as esta/lis&ed t&roug& local annual e6aluations) 0$0F$/$11 ,MP+EMENTAT,7N 7F TGE G,GG 7"!E.T,<E :N,F74M %TANDA4D 7F E<A+:AT,7N F74 AD<AN.EMENT T7 +E<E+ ,, 74 +E<E+ ,,, +,.EN%:4E8 A) No later t&an April ", #00B, eac& sc&ool district s&all su/.it 9or appro6al to t&e depart.ent, policies, guidelines, and procedures 9or teac&er per9or.ance e6aluation 9or licensure ad6ance.ent t&at .eet t&e re0uire.ents o9 t&is regulation) 1&e licensure ad6ance.ent plan ,ill /e co./ined ,it& t&e annual e6aluation plan pro6ided in Su/section A o9 $)$A)B)A NMA* to 9or. an o6erall syste. 9or teac&er e6aluation and support) B) 8it& t&e adoption o9 t&is rule /y t&e state /oard, t&e .ini.u. salaries associated ,it& licensure le6els pro6ided in *&apter ##, Article "0A, NMSA "A 8 s&all /eco.e e99ecti6e) *) 1&e teac&er s&all de6elop and su/.it a pro9essional de6elop.ent dossier >%DD? according to t&e 9ollo,ing sc&edule' >"? i9 ad6ancing to le6el --, during t&e t&ird year at le6el -I >#? i9 ad6ancing to le6el ---, no earlier t&an t&e t&ird year at le6el --) D) 1&e %DD s&all include' >"? e6idence o9 co.petence t&at &as /een collected o6er a t&ree-year period, including t&e year t&e %DD is /eing de6elopedI >#? e6idence in t&e 9ollo,ing 9or.at t&at de.onstrates &o, t&e teac&er .eets t&e state /oardHs nine teac&er co.petencies and indicators 9or t&e le6el o9 licensure to ,&ic& t&e teac&er is ad6ancing) E6idence t&at de.onstrates &o, t&e teac&er .eets co.petencies related to an' >a? instruction strand >co.petencies ", #, !?I and a >/? student learning strand >co.petencies 3, B, $, and ?I and a >c? pro9essional learning strand >co.petencies 8 and A?)

Guidelines for the NM Annual Teacher Performance Evaluation

3A

>3? e6idence 9ro. an e6aluation strand t&at includes t&e teac&erHs annual e6aluations 9ro. at least t&e t,o years prior to t&e application 9or ad6ance.ent and t&e superintendentHs reco..endation 9or ad6ance.ent to t&e ne(t licensure le6el) >B? a 6eri9ication strand t&at includes' >a? 9or a le6el - teac&er ad6ancing to le6el --' >i? 6eri9ication o9 participation in a districtHs 9or.al .entors&ip progra.I >ii? 6eri9ication o9 t&ree years success9ul teac&ing e(perience at le6el -I >iii? 6eri9ication /y t&e superintendent t&at t&e ,or< product in t&e dossier is t&at o9 t&e teac&er and t&at t&e data su/.itted is accurate) >/? 9or a le6el -- teac&er ad6ancing to le6el ---A' >i? 6eri9ication o9 a post /accalaureate degree or national /oard pro9essional teac&ing certi9icationI >ii? 6eri9ication o9 a .ini.u. t&ree years o9 success9ul teac&ing e(perience at le6el --I >iii? 6eri9ication /y t&e superintendent t&at t&e ,or< product in t&e dossier is t&at o9 t&e teac&er and t&at t&e data su/.itted is accurate) E) E6idence in t&e %DD co.petency strands' >"? 1&e instruction strand s&all include e6idence o9' >a? student ac&ie6e.ent dataI and >/? assess.ent tec&ni0ues and proceduresI and >c? instructional plans and .aterialsI and >d? e(a.ples o9 student ,or< and per9or.anceI and >e? e6idence o9 i.ple.entation o9 state curriculu. standardsI >#? 1&e student learning strand s&all include .andatory e6idence and .ay include optional e6idence as 9ollo,s' >a? t&e student learning strand s&all include e6idence o9' >i? adaptations4.odi9ication 9or di6erse learnersI and >ii? e6idence o9 e99ecti6e classroo. .anage.ent strategies and proceduresI and >iii? classroo. o/ser6ation reportsI and >i6? e6idence o9 co..unication ,it& students and parents) >/? t&e student learning strand .ay include e6idence in t&e 9or. o9' >i? student sur6eysI and4or >ii? 6ideo tapes ,it& re9lections4analysis) >3? 1&e pro9essional learning strand s&all include e6idence o9 at least one o9 t&e 9ollo,ing' >a? pro9essional de6elop.ent acti6ities associated ,it& t&e teac&ers annual pro9essional de6elop.ent plan >%D%?I or >/? e6idence o9 colla/orating ,it& pro9essional co..unityI or >c? parent sur6eysI or >d? researc& pu/licationsI or >e? pro9essional presentations) >B? E6idence co.para/le and e0ui6alent to %aragrap&s >"?, >#? and >3? o9 Su/section E o9 t&is section .ay /e de6eloped t&roug& regionally accredited college or uni6ersity progra.s or t&roug& certi9ication /y t&e national /oard o9 pro9essional teac&ing standards >NB%1S?) 1&e %DD s&all /e su/.itted to t&e state depart.ent o9 education >SDE? or its contractor /y t&e teac&er) >"? 1&e %DD .ay /e su/.itted electronically or in paper 9or.at) -9 su/.itted in paper 9or.at, t&e teac&er .ust include t,o copies o9 t&e %DD) >#? 1&e teac&er ,ill su/.it 9ees 9or processing and e6aluation o9 t&e %DD as pro6ided in Su/section * o9 $)$0) )8 NMA*)

F)

G) 1&e %DD s&all /e e6aluated and scored /y t&e superintendent o9 t&e teac&erHs sc&ool district and /y t,o e(ternal re6ie,ers, as 9ollo,s' >"? t&e superintendent ,ill rate t&e 6eri9ication and e6aluation strands and t&e t,o e(ternal re6ie,ers ,ill rate t&e t&ree co.petency strands as Ee(ceeds standards,F E.eets standardsF or Edoes not .eet standards)F >#? eac& one o9 t&e 9i6e strands o9 a teac&erHs %DD .ust /e rated as eit&er Ee(ceeds standardsF or E.eets standardsF in order 9or t&e teac&er to ad6ance to t&e ne(t &ig&er le6el o9 licensure) >3? t&e superintendent and t&e re6ie,ers ,ill su/.it t&e scored %DD to t&e SDE or its contractor ,it& t&eir ratings) >B? SDE ,ill e6aluate t&e ratings o9 t&e superintendent and t&e e(ternal re6ie,ers and appro6e or deny t&e teac&erHs application 9or licensure ad6ance.ent'
Guidelines for the NM Annual Teacher Performance Evaluation B0

>a? i9 one o9 t&e e(ternal re6ie,ers rates one o9 t&e co.petency strands o9 t&e %DD as Ee(ceeds standardsF and t&e ot&er e(ternal re6ie,er rates t&e sa.e strand as E.eets standardsF, t&e strand ,ill /e dee.ed passed) >/? i9 one o9 t&e e(ternal re6ie,ers rates one o9 t&e co.petency strands o9 t&e %DD as Edoes not .eet standardsFand t&e ot&er rates t&e sa.e strand as Ee(ceeds standardsF, t&e 9inding ,ill /e t&at t&e candidate E.eets standardsF and t&e strand ,ill /e dee.ed passed) >c? i9 one o9 t&e e(ternal re6ie,ers rates one o9 t&e co.petency strands o9 t&e %DD as Edoes not .eet standardsF and t&e ot&er rates t&e sa.e strand as E.eets standards,F a t&ird re6ie,er ,ill resol6e t&e discrepancy in order to deter.ine i9 t&e strand ,ill /e passed) >d? i9 /ot& o9 t&e e(ternal re6ie,ers rate t&e co.petency strand>s? o9 %DD t&e sa.e, t&at rating ,ill /e t&eir 9inding) @) A candidate 9or le6el ----A licensure ,&o is not success9ul in t&e %DD .ay continue to su/.it a ne, %DD once annually) -) -9 a candidate 9or le6el ----A licensure .eets or e(ceeds standards in one or so.e o9 t&e 9i6e strands, /ut not in all 9i6e, t&e teac&erHs score>s? o9 E.eets standardsF or Ee(ceeds standardsF .ay /e retained 9or a period o9 t,o calendar years) Any resu/.ission o9 a %DD during t&at t,o-year period need only address t&ose strands rated Edoes not .eet standardsF in order to deter.ine a 9inal passing score 9or all 9i6e strands 9or licensure ad6ance.ent to le6el ----A)

Guidelines for the NM Annual Teacher Performance Evaluation

B"