New Mexico Register / Volume XXX, Issue 20 / October 29, 2019
TITLE 6 PRIMARY AND SECONDARY EDUCATION
CHAPTER 65 SCHOOL PERSONNEL EDUCATOR PREPARATION
PART 3 EDUCATOR PREPARATION PROGRAM
ACCOUNTABILITY
6.65.3.1 ISSUING AGENCY: Public
Education Department, hereinafter the department.
[6.65.3.1
NMAC - Rp, 6.65.3.1 NMAC, 10/29/2019]
6.65.3.2 SCOPE: All EPPs serving candidates in New Mexico.
[6.65.3.2
NMAC - Rp, 6.65.3.2 NMAC, 10/29/2019]
6.65.3.3 STATUTORY AUTHORITY: Sections 22-2-1, 22-2-2, and 22-10A-19.2 NMSA
1978.
[6.65.3.3
NMAC - Rp, 6.65.3.3 NMAC, 10/29/2019]
6.65.3.4 DURATION: Permanent.
[6.65.3.4
NMAC - Rp, 6.65.3.4 NMAC, 10/29/2019]
6.65.3.5 EFFECTIVE DATE: October 29, 2019, unless a later date is
cited at the end of a section.
[6.65.3.5
NMAC - Rp, 6.65.3.5 NMAC, 10/29/2019]
6.65.3.6 OBJECTIVE: To improve the preparation of day-one ready educators
through streamlined evaluation, review, and approval of educator preparation
programs in the state.
[6.65.3.6
NMAC - Rp, 6.65.3.6 NMAC, 10/29/2019]
6.65.3.7 DEFINITIONS:
A. “Candidate”
means an individual enrolled in an EPP for licensure offered through a
department-approved EPP provider.
B. “Certified review
team” means the team trained by the department to conduct comprehensive
state EPP approvals. Members of the
certified review team may serve in multiple roles. The following shall be represented:
(1) a
representative of the department;
(2) a
dean or director from another department-approved EPP;
(3) a
faculty member from another department-approved EPP;
(4) a
member of a LEA administrative team; and
(5) a
principal or eligible cooperating teacher from a local public school.
C. “Clinical experience”
means the guided, hands-on application of knowledge and theory to actual
practice through collaborative and facilitated learning activities taking place
in field-based assignments.
D. “Completer”
means a candidate who earns a certificate or diploma from an EPP approved by
the department.
E. “Comprehensive state
approval” means the process conducted by the certified review team to
evaluate and approve EPPs.
F. “Comprehensive state
approval site visit” means the visit conducted by a certified review team
to evaluate EPP performance for certification.
G. “Cooperating teacher” means an educator
who meets the following qualifications:
(1) is
employed by a LEA;
(2) is
mutually selected by the LEA and the EPP;
(3) has at least three years of
experience under the appropriate license;
(4) is the primary evaluator of the
candidate during their clinical experience; and
(5) either
meets the necessary performance level as defined by the department on their
educator effectiveness report or for an educator who recently relocated to New
Mexico and does not yet have an educator effectiveness report to have met one
of the following requirements:
(a) the
teacher is a level three-A teacher with a minimum of six years teaching
experience; or
(b) the
teacher is a nationally board certified teacher.
H. “Day-one ready
educator” means a teacher who positively impacts measurable student success
from the first day the educator begins teaching by demonstrating deep content
knowledge, the ability to motivate and actively engage students, the ability to
personalize learning based on students’ needs, and a willingness to engage in
continuous efforts to improve teaching abilities.
I. “Disposition”
means the professionalism demonstrated by a candidate indicating capacity to be
a day-one ready educator.
J. “EAR” means educator
accountability report required annually and designed to create a uniform
statewide educator accountability reporting system to measure and track teacher
and administrator education candidates from pre-entry to post-graduation in
order to benchmark the productivity and accountability of New Mexico's educator
workforce.
K. “EPP” means an
educational preparation program offered by an educational preparation provider
that is intended to lead to teacher licensure upon candidates’ successful
completion of the program.
L. “EPP advisory board” means the group of
individuals appointed by the EPP who have unique knowledge regarding the
educational needs of the local community.
M. “EPP application” means
a written request on a department-approved form, to the PPSC to be a department-approved
EPP.
N. “EPP provider”
means any individual, private or public education association, corporation, or
institution of higher education offering an EPP.
O. “EES” means the department-approved
educator evaluation system.
P. “Initial approval”
means the first time an EPP provider seeks and is granted approval from the PPSC
to create a new EPP in the state of New Mexico.
Q. “LEA” means a
local educational agency. A LEA may be a
public school district, a state-charted charter school, or a state-educational
agency.
R. “New Mexico teacher
assessments” means the tests required for individuals seeking initial New
Mexico licensure.
S. “PPSC” means
the professional practices and standards council, which approves EPPs as
defined in 6.2.8 NMAC.
T. “Program revision”
means the addition of new licensure programming or modifications made to an
existing department-approved EPP, including changes to standards.
U. “Quality review
rubric” means the department-approved tool used by the certified review
team during a comprehensive state approval site visit.
V. “Revocation” means
a department decision to no longer recognize an EPP as approved by the
department nor to license candidates completing coursework at the revoked EPP
provider within three semesters of revocation.
[6.65.3.7
NMAC - Rp, 6.65.3.7 NMAC, 10/29/2019]
6.65.3.8 APPLICATION PROCESS FOR
APPROVAL:
A. EPP providers
seeking a program revision for an existing department-approved EPP and EPP
providers seeking initial approval of an EPP shall submit an EPP application to
the department.
B. Applications
shall provide the information outlined in the PPSC manual and meet the general
requirements of 6.65.3.9 NMAC.
[6.65.3.8
NMAC - Rp, 6.65.3.8 NMAC, 10/29/2019]
6.65.3.9 EDUCATOR PREPARATION PROGRAM
GENERAL REQUIREMENTS: EPPs shall meet requirements as stated in
state statute, regulation, and the following additional requirements.
A. EPPs shall
establish rigorous entry requirements, including a successful completion of the
department’s required background check and approval process.
B. EPPs shall
ensure that opportunities for clinical experiences are provided to candidates
continuously throughout their enrollment.
(1) Clinical
experiences shall begin upon the candidate’s entrance into an EPP.
(2) The
majority of clinical experiences shall align with the area, subject, or
category of certification or license being sought by the candidate.
(3) During
at least one of the candidate’s multiple clinical experiences, candidates shall
serve as a teacher in a school under the supervision of a cooperating teacher
and plan and deliver independent instruction to students on a regularly
scheduled basis.
C. EPPs shall
ensure that candidates embrace and execute their responsibility as educators to
develop the skills and capacities to implement meaningful practices for parent
and family engagement, notably keeping families fully informed of their child’s
progress towards college-and-career readiness, on a regular basis, using
objective measures in all subject areas.
D. EPPs shall
establish partnerships with stakeholder groups to fulfill requirements related
to clinical experiences and meet the needs of LEAs. At a minimum, partners shall include:
(1) classroom
teachers;
(2) principals;
(3) superintendents;
(4) human
resource directors;
(5) curriculum
directors; and
(6) the
EPP advisory board.
E. Programs for all
teachers shall include instruction in pedagogy that is aligned with department
standards pursuant to 6.61.2 NMAC through 6.61.12 NMAC.
F. EPPs shall
conduct a minimum of three formally documented observations that include verbal
and written feedback on the candidate’s practice.
(1) Observations
and evaluations of candidates shall be aligned with the four domains of EES:
(a) planning
and preparation;
(b) creating
an environment for learning;
(c) teaching
for learning; and
(d) professionalism.
(2) Results
of evaluations and observations shall inform program interaction with the candidate
including feedback, placement, remediation, and support.
(3) Documentation
of observations shall be stored by the EPP for a minimum of five years after
candidate completion and shall be available to the completer and the department
upon request.
G. EPP providers
shall establish rigorous exit requirements in alignment with those required to
seek licensure from the department.
These exit requirements shall, at a minimum, include:
(1) successful
demonstration of competency in all relevant areas, subjects, or categories of the
New Mexico teacher assessments; and
(2) a
written recommendation from the EPP that the candidate demonstrates the
dispositions necessary for success in the classroom and other learning
environments.
H. EPP providers
shall detail in the EPP application how the EPP provider plans to provide
support to the candidates’ completion of all teaching licensure requirements
and department processes, including passage of all necessary assessments.
I. In a form
approved by the department and no later than September 1, all EPPs shall
annually submit candidate-level data required by the EAR. Failure to comply with data reporting and
collection requests may result in revocation of the EPP’s approval.
J. EPPs shall
fully comply, in a timely manner, with all requirements that allow the
department to generate the EAR and the comprehensive state approval.
[6.65.3.9
NMAC - Rp, 6.65.3.9 NMAC, 10/29/2019]
6.65.3.10 EDUCATOR ACCOUNTABILITY REPORT:
A. Each EPP's
annual EAR shall include the following information on teacher and administrator
education candidates and indicators of program success:
(1) the
standards for entering and exiting the program;
(2) the
number of hours required for clinical experience, including student teaching
and administrator internship;
(3) the
number and percentage of candidates needing developmental course work upon
entering the program;
(4) the
number and percentage of completers for each program;
(5) the
number and types of degrees received by completers;
(6) the
number and percentage of completers who pass the New Mexico teacher or
administrator assessments for initial licensure on the first attempt;
(7) a
description of each program's placement practices;
(8) the
number and percentage of completers hired by New Mexico school districts; and
(9) the
demographics of an EPP’s candidates and completers.
B. The EAR shall
include an evaluation plan that includes high performance objectives. The plan shall include objectives and
measures for increasing the following:
(1) student
achievement for all students;
(2) teacher
and administrator retention, particularly in the first three years of a
teacher's or administrator's career;
(3) the
percentage of candidates who pass the New Mexico teacher assessments for
initial licensure on the first attempt;
(4) the
percentage of secondary school classes taught in core academic subject areas by
teachers who demonstrate by means of rigorous content area assessments a high
level of subject area mastery and a thorough knowledge of the state's academic
content and performance standards;
(5) the
percentage of elementary school classes taught by teachers who demonstrate by
means of a high level of performance in core academic subject areas their
mastery of the state academic content and performance standards;
(6) the
number of teachers trained in math, science, and technology;
(7) the
number of teachers trained in special education;
(8) the
number of teachers teaching in low socioeconomic schools; and
(9) the
number of teachers retained in teaching in New Mexico.
C. EPPs shall
administer a completer survey within six months of completion that measures the
completer’s perception of their own readiness and individual effectiveness in
the classroom.
D. EPPs shall
initiate all necessary data requests to fill EAR requirements and shall be
responsible for collecting, analyzing, and reporting data.
[6.65.3.10
NMAC - Rp, 6.65.3.10 NMAC, 10/29/2019]
6.65.3.11 COMPREHENSIVE STATE APPROVAL SITE
VISITS: EPPs shall fully cooperate with the
comprehensive state approval process.
The department shall develop and publish on the department website an
EPP manual outlining the comprehensive site visit process that shall include
all documents necessary for the state approval.
Site visits shall occur every three years on a calendar determined by
the department unless the status of a program, as outlined in 6.65.3.12 NMAC,
changes in a way that merits more frequent visits.
A. The
comprehensive state approval process shall assess the performance of the EPP on
the four components of the quality review rubric:
(1) curriculum
design and delivery;
(2) clinical
experience;
(3) candidate
quality; and
(4) continuous
improvement.
B. The
comprehensive state approval site visit shall include the following three
elements:
(1) Self-evaluation.
EPPs shall complete the self-evaluation documents in the EPP manual prior to
the site visit. Documents shall be
submitted to the department at least four weeks prior to the site visit. Documents shall include:
(a) quality
review rubric;
(b) quality
review worksheets for each of the four key components on the quality review
rubric; and
(c) data
and other documentation listed as supplemental evidence in the EPP manual
accompanied by any releases for such information, if necessary.
(2) Comprehensive
state approval site visit. The certified
review team shall conduct the site visit and review the EPP using the quality
review rubric.
(3) Summative
conference. The certified review team
shall debrief the site visit with the
EPP
and present their initial findings.
C. At the end of
the comprehensive state approval site visit, the EPP shall be assessed on its
overall performance and shall be rated with one of following site visit
classifications defined in the EPP manual:
(1) industry
leader;
(2) well-developed;
(3) proficient;
(4) developing;
or
(5) underdeveloped.
D. The certified
review team shall release a final written report to the EPP containing the
EPP’s scores on each component of the quality review rubric and their overall
performance no later than 90 calendar days after the comprehensive state approval
site visit.
E. EPPs shall have 30
calendar days after receiving the report to submit a response, in writing, to
the department to indicate any alleged factual errors and to provide any
documentation deemed necessary to support the allegations. If, after review of the EPP’s response, the
department determines the error to be valid, the report shall be amended within
20 calendar days.
[6.65.3.11
NMAC - Rp, 6.65.3.11 NMAC, 10/29/2019]
6.65.3.12 COMPREHENSIVE STATE APPROVAL
PROCESS: The comprehensive state approval process
shall determine whether an EPP earns approval for continued operation, is placed
on probation, or has its approval revoked.
The EPP status shall determine the frequency of comprehensive state approval
site visits and the scope of EPP responsibilities. EPPs shall be notified of their status by the
department no later than November 30 annually.
A. Level one probation. EPPs shall be placed on level one probation
if the EPP fails to demonstrate progress toward meeting objectives included in
its EAR or if the certified review team identifies an issue during the
comprehensive state approval site visit resulting in an underdeveloped classification
outlined in Subsection C of 6.65.3.11 NMAC.
The secretary shall notify the EPP of level one probation status in
writing no later than 30 calendar days after the EPP is placed on level one
probation. Responsibilities of EPPs on
level one probation shall include the following:
(1) participation
in professional development and technical assistance prescribed by the
department;
(2) development
of an improvement plan that addresses program deficiencies that shall be
submitted to the certified review team for approval within 90 calendar days of
notification of level one probation status; and
(3)
participation in department monitoring to ensure implementation and progress as
outlined in the approved improvement plan.
(4) An
EPP may exit level one probation after one academic year and upon fulfillment
of its probationary responsibilities and demonstration of progress toward EAR
objectives.
(5) Within
two academic years, an EPP shall fulfill its level one probationary
responsibilities and demonstration of progress toward EAR objectives. An EPP shall not be allowed to remain on
level one probation for more than two academic years after initial level one
probation status placement.
B. Level two probation. EPPs shall be placed on level two probation
if the EPP fails to demonstrate substantial progress outlined in the
improvement plan. The secretary shall
notify the EPP of level two probation status in writing no later than 30
calendar days after the EPP is placed on level two probation. Responsibilities of EPPs on level two
probation shall include the following:
(1) participation
in professional development and technical assistance prescribed by the department;
(2) development
or amendment of an improvement plan that addresses program deficiencies that
shall be submitted to the certified review team for approval within 90 calendar
days of notification of level two probation status;
(3)
participation in department monitoring to ensure implementation and progress as
outlined in the approved improvement plan; and
(4) participation
in an annual state approval site visit until the EPP exits level two probation.
(5) An
EPP may exit level two probation to level one probation after one academic year
and upon fulfillment of its probationary responsibilities and demonstration of
progress toward EAR objectives.
(6) Within
two academic years, an EPP shall fulfill its level two probationary
responsibilities and demonstration of progress toward EAR objectives. An EPP shall not be allowed to remain on
level two probation for more than two academic years after initial level two
probation status placement.
C. Revocation.
(1) The
department may revoke an EPP’s approval for any of the following reasons:
(a) not
exiting level one or level two probation status within two academic years; or
(b) failing
to meet reporting or compliance requirements as set forth by statute,
department regulation, or guidance provided in department manuals.
(2) The
department shall notify EPP providers of revocation in writing no later than 30
calendar days after the EPP’s approval is revoked. Immediately upon receipt of a notice of
revocation, the EPP provider shall:
(a) cease
recruitment and acceptance of new candidates;
(b) allow
candidates currently enrolled in the EPP to complete the licensure program,
provided they complete the program within three semesters of the notice of
revocation; and
(c) work
with candidates unable to complete the licensure program within three semesters
by providing options for transfer to another EPP.
(3) An
EPP provider that has received a notice of revocation may file a request for reconsideration
by the department no later than 30 calendar days after the notice of revocation
has been received.
(a) The
department shall review the materials submitted by the EPP provider for
reconsideration including written statements of position, documents, and
comments supporting the claim.
(b) The
department, after considering the request, shall make a decision and inform the
EPP provider in writing of its decision within 60 calendar days of receipt of
the request for reconsideration.
(c) The
decision of the department shall be final.
(4) An
EPP with revoked approval shall wait two years following the date of revocation
before reapplying via the application process defined in 6.65.3.8 NMAC.
[6.65.3.12
NMAC - Rp, 6.65.3.12 NMAC, 10/29/2019]
History of
6.65.3 NMAC:
6.65.3 NMAC, Educator Preparation
Program Accountability, filed 7/1/2018 - was repealed and replaced by 6.65.3
NMAC, Educator Preparation Program Accountability, effective 10/29/2019.