TITLE 6 PRIMARY AND SECONDARY EDUCATION
CHAPTER 64 SCHOOL
PERSONNEL - COMPETENCIES FOR LICENSURE
PART 11 TESOL COMPETENCIES
6.64.11.1 ISSUING AGENCY: Public Education Department (PED)
[6.64.11.1 NMAC - N, 09-29-00; A, 06-30-06; A, 10-31-07]
6.64.11.2 SCOPE: All persons who are seeking an endorsement in TESOL to a New Mexico educator license.
[6.64.11.2 NMAC - N, 09-29-00]
6.64.11.3 STATUTORY AUTHORITY: Sections 22-2-1, 22-2-2 and 22-10A-3, NMSA 1978.
[6.64.11.3 NMAC - N, 09-29-00; A, 09-30-03]
6.64.11.4 DURATION: Permanent
[6.64.11.4 NMAC - N, 09-29-00]
6.64.11.5 EFFECTIVE DATE: September 29, 2000, unless a later date is cited in the history note at the end of a section.
[6.64.11.5 NMAC - N, 09-29-00]
6.64.11.6 OBJECTIVE: This rule establishes entry-level TESOL (teaching English as a second language) competencies that are based on what beginning TESOL teachers must know and be able to do to provide effective TESOL programs in New Mexico schools. The competencies were developed to ensure alignment with the New Mexico’s content standards and benchmarks and with the English as a new language certificate developed by the national board for professional teaching standards and must be used by New Mexico institutions of higher education to establish TESOL preparatory programs.
[6.64.11.6 NMAC - N, 09-29-00; A, 06-30-06]
6.64.11.7 DEFINITIONS: [RESERVED]
[6.64.11.7 NMAC - N, 09-29-00]
6.64.11.8 REQUIREMENTS:
A. Beginning teachers seeking an endorsement in TESOL to an initial level 1 New Mexico teaching license must satisfy all of the requirements of the license as provided in PED rule for that license, which includes, 24-36 semester hours in TESOL.
B. Teachers seeking to add an endorsement in TESOL to an existing New Mexico teaching license of any level shall meet the requirements of Paragraphs (1)-(2) of Subsection B of 6.64.11.8 NMAC, or the requirements of Paragraph (3) of Subsection B of 6.64.11.8 NMAC:
(1) pass the content knowledge test(s) of the New Mexico teacher assessments provided in Subsection B of 6.60.5.8 NMAC, or predecessor New Mexico teacher licensure examination or accepted comparable licensure test(s) from another state in TESOL; and
(2) successfully complete at least twelve (12) credit hours in TESOL preparation, six (6) hours of which must be in a language other than English and six (6) hours of which must be upper division or post baccalaureate credits that address the competencies in Subsection C through F of 6.64.11.9 NMAC, except that the credit hours in a language other than English may be waived if the candidate has passed the language proficiency examination for bilingual education in Spanish or the Navajo language proficiency test.
(3) satisfy all of the requirements of the license as provided in PED rule for the appropriate license, which includes, (among other requirements), 24-36 semester hours in TESOL.
C. Beginning teachers seeking an endorsement in TESOL, or teachers seeking to add an endorsement in TESOL to an existing New Mexico license may obtain the endorsement by providing evidence of certification in TESOL for the appropriate grade level of New Mexico licensure from the national board for professional teaching standards.
[6.64.11.8 NMAC - N, 09-29-00; A, 09-30-03; A, 06-30-06; A, 10-31-07; A, 06-15-09]
6.64.11.9 COMPETENCIES FOR ENTRY-LEVEL TESOL TEACHERS
A. Knowledge
of students - New Mexico teachers of English as a second language draw on their
knowledge of human development as mediated by language and culture and their
relationships with students to understand their students' knowledge, skills,
interests, aspirations, and values.
(1) The teacher recognizes and accepts the
home language as a valid system of communication.
(2) The teacher knows the effects of cultural
and socioeconomic variables on the students’ general level of development and
socialization.
(3) The teacher understands the factors that
contribute to the lifestyles of various peoples, and which determine both their
uniqueness and their interrelationships in a pluralistic society.
(4) The teacher knows about exceptionalities
in learning and, is able to access resources and facilitate inclusive learning
for all students.
B. Knowledge
of language and language development - New Mexico teachers of English as a
second language are models of language proficiency and have
knowledge of a second language. In
addition, they draw on their knowledge of language and language development to
understand the process by which students acquire both their first and second
languages, to develop instructional strategies that promote language
development, and to modify the curriculum as necessary to accommodate the needs
of new language learners.
(1) The teacher demonstrates proficiency in
English literacy at a level commensurate with the teacher's role as a language
model.
(2) The teacher has knowledge of the process
of oral and (where applicable) written language acquisition in the first and
second language.
(3) The teacher demonstrates knowledge of the
ESL (English as a second language) component in bilingual education.
(4) The teacher understands the integrated
nature of cognitive and affective language development.
(5) The teacher understands and respects
vernaculars, including social and regional varieties.
(6)
The teacher has knowledge of another language and culture, i.e. a
minimum of two semesters of university coursework in a language other than
English.
C. Knowledge
of culture and diversity - New Mexico teachers of English as a second language
are knowledgeable about and sensitive to the dynamics of culture in general,
and to their students' cultures in particular.
This enables them to structure a successful academic experience for
students.
(1) The teacher assists students in
maintaining pride in and extending identification with the mother culture.
(2) The teacher recognizes and respects the
culture, history and contributions of each student’s ancestry to New Mexico and
to the United States.
(3) The teacher models the value of cultural
diversity and validates the contemporary life styles of diverse cultural
groups.
D. Knowledge
of subject matter: The teacher draws on
comprehensive command of subject matter, of language(s) of instruction and
their relationship to each other to establish goals, design curricula and
instruction and facilitate student learning.
E. Meaningful
learning through multiple paths to knowledge - New Mexico teachers of English
as a second language use a variety of approaches that allow students to
confront, explore, and understand important and challenging concepts, topics,
and issues in meaningful ways. They
provide multiple paths to help students develop language proficiency and
strengthen understanding of the pertinent disciplines. They effectively use the English language to
enhance subject-matter learning.
(1) The teacher develops a large repertoire of
active teaching and learning strategies appropriate to distinct learning styles
and developmental levels of students.
(2) The teacher develops a knowledge base and
teaching strategies related to the basic elements and methodologies appropriate
to the development of literacy and content area knowledge.
(3) The teacher demonstrates an ability to
utilize innovative, communicative-based teaching techniques to enhance the
language acquisition process.
(4) Instructional resources - New Mexico
teachers of English as a second language select, adapt, create, and use rich
and varied resources.
(5) The teacher knows procedures for
identifying biases and deficiencies in existing curriculum and strategies to
modify it to address student linguistic, cultural, and developmental needs.
(6) The teacher knows strategies to develop,
acquire, adapt and evaluate materials appropriate to the alternative
language/multicultural classroom.
(7) The teacher explores, evaluates, and uses
technology including applications, tools, educational software, and assorted
documentation for culturally and linguistically diverse students.
(8) Learning environment - New Mexico teachers
of English as a second language establish a caring, inclusive, safe, and
linguistically and culturally rich community of learners where students take
intellectual risks and work both independently and collaboratively.
(9) The teacher demonstrates knowledge of and
applies management techniques appropriate to classrooms.
(10) The teacher creates a climate of high
expectations for all students.
(11) The teacher creates a secure learning atmosphere
in order to facilitate a risk-taking environment.
(12) The teacher creates meaningful curricula
with materials and activities that foster critical thinking skills.
F. Assessment
- New Mexico teachers of English as a second language employ a variety of
assessment methods to obtain useful information about student learning and
development and to assist students in reflecting on their own progress.
(1) The teacher understands the principles and
theories of second language assessment.
(2) The teacher shall be able to administer
language assessments, interpret results, and incorporate them into instruction.
(3) The teacher recognizes potential
linguistic and cultural biases in assessment instruments including standardized
tests.
(4) The teacher utilizes alternative
assessment measures including portfolio and authentic assessments.
G. Reflective
practice - New Mexico teachers of English as a second language regularly
analyze, evaluate, and strengthen the effectiveness and quality of their
practice.
(1) The teacher develops the ability to
self-monitor and self-reflect on teaching strategies, value systems, and beliefs
as they relate to students.
(2) The teacher continuously assesses and
adjusts his/her own language usage in the classroom in order to maximize
student comprehension and verbal participation.
H. Linkages
with families and communities - New Mexico teachers of English as a second
language create linkages with families that enhance the education experience of
their students.
(1) The teacher demonstrates the ability to
guide families from passive observers to active change agents on behalf of
their children's education.
(2) The teacher develops the ability to
identify and utilize available community resources.
(3) The teacher demonstrates the ability to
involve families within the school environment.
I. Professional
leadership - New Mexico teachers of English as a second language contribute to
the growth and development of their colleagues, their school, and the
advancement of knowledge in their field.
(1)
The teacher demonstrates knowledge of the legal issues concerning the
education of language-minority children in New Mexico and in the United States.
(2) The teacher demonstrates knowledge of the
different theories and philosophies related to alternative language programs.
(3) The teacher demonstrates knowledge of the
history of alternative language programs.
(4) The teacher demonstrates knowledge of the
importance of advocating knowledge of English as a second language among peers,
family and community.
(5) The teacher demonstrates knowledge of
current trends related to the education of culturally and linguistically
diverse students.
(6)
The teacher demonstrates knowledge of the ability to collaborate with
all other education professionals.
[6.64.11.9 NMAC - N,
09-29-00]
6.64.11.10 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 persons with secondary and pre K-12 licenses, a minimum of twelve (12) semester hours must be upper division credit.
[6.64.11.10 NMAC - N, 09-29-00; A, 06-30-06]
HISTORY OF 6.64.11 NMAC: [RESERVED]