TITLE 6 PRIMARY
AND SECONDARY EDUCATION
CHAPTER 64 SCHOOL PERSONNEL - COMPETENCIES FOR
LICENSURE
PART 16 COMPETENCIES
FOR ENTRY-LEVEL TECHNOLOGY STUDIES/EDUCATION
TEACHERS
6.64.16.1 ISSUING
AGENCY: Public Education Department
(PED)
[6.64.16.1 NMAC - N,
04-29-05; A, 10-31-07]
6.64.16.2 SCOPE: All
institutions of higher education in New Mexico that establish or maintain a
curriculum for persons seeking an endorsement in technology studies/education
to a state educator license.
[6.64.16.2 NMAC - N,
04-29-05]
6.64.16.3 STATUTORY AUTHORITY: Sections
22-2-1 and 22-2-2 (J), NMSA 1978.
[6.64.16.3 NMAC - N,
04-29-05]
6.64.16.4 DURATION: Permanent
[6.64.16.4 NMAC - N,
04-29-05]
6.64.16.5 EFFECTIVE DATE: April 29,
2005, unless a later date is cited in the history note at the end of a section.
[6.64.16.5 NMAC - N,
04-29-05]
6.64.16.6 OBJECTIVE: This rule
establishes entry-level competencies that are based on what beginning
technology studies/education teachers must know and be able to do to provide
effective technology education programs in New Mexico schools. These competencies should be incorporated
into all college or university curricula for persons seeking a technology
studies/education endorsement to their state educator license.
[6.64.16.6 NMAC - N,
04-29-05; A, 10-31-07]
6.64.16.7 DEFINITIONS:
A. "Design" means an
iterative decision-making process that produces plans by which resources are
converted into products or systems that meet human needs or solve problems.
B. "Design
process "a systematic problem-solving strategy, with criteria and
constraints, used to develop many possible solutions to solve a problem or
satisfy human needs and wants or to narrow down the possible solutions.
C. "System"
means a group of interacting, interrelated or interdependent elements or parts
that function together as a whole to accomplish a goal.
D. "Technology"
means:
(1) human innovation in action that involves
the generation of knowledge and processes to develop systems that solve
problems and extend human capabilities; or
(2) the innovation, change or modification of
the natural environment to satisfy perceived human needs and wants.
E. "Technological
literacy" means the ability to use, manage, understand and assess
technology.
[6.64.16.7 NMAC - N,
04-29-05]
6.64.16.8 REQUIREMENTS:
A. Beginning
teachers seeking an endorsement in technology education to an initial level 1
New Mexico teaching license must satisfy all of the requirements of the license
as provided in the (PED) rule for that license, which include, among other
requirements, 24-36 semester hours in technology education.
B. Teachers
seeking to add an endorsement in technology education to an existing New Mexico
teaching license of any level shall meet one of the following requirements:
(1) pass the content knowledge test(s) of the
New Mexico teacher assessments, the predecessor New Mexico teacher licensure
examination or accepted comparable licensure test(s) from another state, if
available, in technology education; or
(2) successfully complete an undergraduate
academic major (24-36 semester hours), coursework equivalent to an
undergraduate major or a graduate degree in technology education; or
(3) obtain certification in technology
education for the appropriate grade level of New Mexico licensure from the
national board for professional teaching standards.
[6.64.16.8 NMAC - N,
04-29-05; A, 10-31-07]
6.64.16.9 COMPETENCIES FOR ENTRY-LEVEL
TECHNOLOGY STUDIES/EDUCATION TEACHERS:
A. The
domain of technology include the preparation to teach technology
studies/education which will result in individuals who can teach others the
competencies in basic technology, the relationship between technology and
society, technological design and the skills necessary for a technological
world the teacher must:
(1) understand the nature of technology,
including the characteristics and scope of technology, the core concepts of
technology, the relationships among technologies and the connections between
technology and other fields;
(2) recognize the relationship between
technology and society, including the cultural, social, economic and political
effects of technology, the effects of technology on the environment, the role
of society in the development and use of technology and the influence of
technology on history;
(3) develop an understanding of design,
including the attributes of design, the processes of engineering design, the
role of troubleshooting, research and development, invention and innovation and
experimentation in problem solving;
(4) develop abilities for a technological
world, including application of the design process, use and maintenance of
technological products and systems and assessment of the impact of products and
systems; and
(5) develop a working knowledge of the
designed world, including medical technologies agricultural and related
biotechnologies, energy and power technologies, information and communication
technologies transportation technologies, manufacturing technologies and
construction technologies.
B. Career
cluster competencies involves preparation to teach technology studies/education
which will result in individuals who can teach others the competencies in
technology careers. Teachers must;
(1) achieve specific academic knowledge and
skills required to pursue the full range of careers and post-secondary
education opportunities within technology studies/education;
(2) use oral and written communication skills
in creating, expressing and interpreting information and ideas including
technical terminology and information within technology studies/education;
(3) employ technical communications
effectively to maintain good records and reporting procedures;
(4) solve problems using critical thinking
skills (e.g., analyze, synthesize and evaluate) independently and in teams;
(5) use information technology tools to
access, manage, integrate and create information;
(6) identify health goals and safety
procedures for technology studies/education occupations;
(7) use leadership skills in collaborating
with others to accomplish organizational goals and objectives;
(8) know and understand the importance of
professional ethics and legal responsibilities;
(9) know and understand the importance of
employability skills; and
(10) use the technical knowledge and skills
required to pursue the full range of careers in technology studies/education.
C. Local
program success competencies
(1) Instruction for preparation to teach
technology studies/education which will result in individuals who can fulfill
the instructional role in the technology education program to:
(a) demonstrate teacher behaviors documented
by research to be related to student achievement including clarity,
variability, enthusiasm, task-oriented/business like behavior and student opportunity
to learn criterion material;
(b) demonstrate master teacher competencies
including with-it-ness, student centeredness and an in-charge image;
(c) conduct and use research on how students
learn technology, addressing both commonality and diversity of students;
(d) design and evaluate curricula and programs
that enable all students to attain technological literacy; and
(e)
demonstrate proficiency in the development and implementation of
contextual-based, laboratory intensive technology studies/education programs.
(2) Career readiness involves preparation to
teach technology studies/education which will result in individuals who can
fulfill a school-to-career role in the technology education program. Teachers must:
(a) demonstrate knowledge of school-to-work
programs;
(b) plan, implement and supervise appropriate
school-to-work programs; and
(c) demonstrate sound judgment when
supervising school-to-work programs.
(3) Technology studies advisory (TSA)
preparation to teach technology studies/education which will result in
individuals who can fulfill the TSA advisory role in the technology education
program. Teachers must:
(a) plan, implement and supervise the
activities of an active TSA chapter;
(b) undertake advisory responsibilities
necessary for operating an active TSA chapter; and
(c) demonstrate sound judgment in the role of
a TSA advisor.
(4) Partnerships involve preparation to teach
technology studies/education which will result in individuals who can fulfill a
partnership-building role in the technology education program. Teachers must:
(a) utilize stakeholder groups within and
outside the school and community to improve the program (e.g., students,
administrators, parents/guardians, colleagues, community members, advisory
committee members, state technology education leaders and others);
(b) utilize resources from within and outside
of the school and community to improve the program; and
(c) recognize stakeholders for their
contributions and support.
(5) Program marketing involves preparation to
teach technology studies/education which will result in individuals who can
fulfill a marketing role in the technology education program. Teachers must:
(a) demonstrate an ability to market their
program to the school and community and build support for the program; and
(b) demonstrate an understanding of how to
recruit potential students into the program.
(6) Professional growth involves preparation
to teach technology studies/education which will result in individuals who can
fulfill a professional role in the technology education program. Teachers must:
(a) join and participate in appropriate state
and national technology education, as well as career and technical education,
professional organizations;
(b) incorporate new ideas and technologies
learned through in-service into their teaching and programs; and
(c) model systems implementation and analysis,
design and communication in such a manner as to demonstrate the interwoven
fiber of technology in all aspects of education and daily life.
(7) Program planning involves preparation to
teach technology studies/education which will result in individuals who can
fulfill a program-planning role in the technology education program. Teachers must:
(a) utilize stakeholder groups like an
advisory committee in program planning; and
(b) inform school administrators about
stakeholder group recommendations.
D. Program
management competencies involves preparation to teach technology
studies/education which will result in individuals who can manage the
technology education program. Teachers
must:
(1) maintain facilities, equipment and
materials;
(2) demonstrate knowledge of departmental
budgeting;
(3)
complete required program records and reports; and
(4) balance all aspects of a strong program.
[6.64.16.9 NMAC - N,
04-29-05]
6.64.16.10 IMPLEMENTATION: Institutions of higher education that prepare
teachers shall deliver the competencies in a PED approved endorsement program
within a range of twenty-four (24) to thirty-six (36) semester hours of
credit. For secondary and pre K-12
licensed teachers, a minimum of twelve (12) semester hours must be upper
division credit.
[6.64.16.10 NMAC - N,
04-29-05; A, 10-31-07]
HISTORY
OF 6.64.16 NMAC: [RESERVED]