6.69.5 NMAC

TITLE 6 PRIMARY AND SECONDARY EDUCATION

CHAPTER 69 SCHOOL PERSONNEL - PERFORMANCE

PART 5 PERFORMANCE EVALUATION SYSTEM REQUIREMENTS FOR LIBRARIAN-

TEACHERS

6.69.5.1 ISSUING AGENCY: Public Education Department.

[6.69.5.1 NMAC - N, 10/17/05]

6.69.5.2 SCOPE: Chapter 69, Part 5 governs performance evaluation system requirements for librarian-teachers.

[6.69.5.2 NMAC - N, 10/17/05]

6.69.5.3 STATUTORY AUTHORITY: Sections 22-2-1, 22-2-2, and 22-10A-1, et seq., NMSA 1978.

[6.69.5.3 NMAC-N, 10/17/05]

6.69.5.4 DURATION: Permanent.

[6.69.5.4 NMAC - N, 10/17/05]

6.69.5.5 EFFECTIVE DATE: October 17, 2005, unless a later date is specified at the end of a section.

[6.69.5.5 NMAC - N, 10/17/05]

6.69.5.6 OBJECTIVE: This regulation governs the requirements for a high objective statewide standard of evaluation for librarian-teachers from kindergarten through grade twelve. This regulation identifies the specific evaluation/supervision standards and indicators and requirements for a competency based evaluation system for librarian-teachers.

[6.69.5.6 NMAC - N, 10/17/05]

6.69.5.7 DEFINITIONS: "Librarian-teacher" means a licensed teacher with a library/media endorsement performing work in a public school or charter school that requires that endorsement.

[6.69.5.7 NMAC - N, 10/17/05]

6.69.5.8 REQUIREMENTS:

A. Every public school librarian-teacher must have an annual performance evaluation based on an annual professional development plan that meets the requirements of the state’s high objective uniform standard of evaluation as provided in 6.69.5.9 NMAC. The format for this evaluation shall be established by the department and shall be uniform throughout the state in all public school districts.

B. In order for a librarian-teacher to advance from licensure level I to level II and from licensure level II to level III-A a librarian-teacher who applies for licensure after June 30, 2005 must successfully meet the requirements of the state’s high objective uniform standard of evaluation as provided in 6.69.5.10 NMAC.

C. On the effective date of this rule, librarian-teachers holding level I, level II, or level III licenses will continue to hold those licenses at the same level and shall meet the requirements for their level of licensure as provided in 6.69.5.11 NMAC by September 1, 2006, as established through local annual evaluations.

[6.69.5.8 NMAC - N, 10/17/05]

6.69.5.9 IMPLEMENTATION OF THE HIGH OBJECTIVE UNIFORM STANDARD OF EVALUATION- ANNUAL:

A. No later than June 30, 2006, each school district adopt policies, guidelines, and procedures for annual librarian-teacher performance evaluation that meet the requirements of this regulation. The annual evaluation plan will be combined with the evaluation plan for licensure advancement provided in Subsection A of 6.69.5.10 NMAC to form an overall system for librarian-teacher evaluation and support.

B. No later than forty school days after the first of school of each school year, each librarian-teacher and his or her school principal shall establish a professional development plan for the librarian-teacher, with measurable objectives, for the coming year based on, among other things:

(1) the public education department’s (PED) eleven librarian-teacher competencies and indicators for the librarian-teacher’s licensure level; and

(2) the previous year’s annual evaluation, if applicable.

C. Annual performance evaluations shall be based on, among other things, how well the professional development plan was carried out and the measurable objectives were achieved.

D. The school principal shall observe each librarian-teacher’s program practice at least once annually to determine the librarian-teacher’s ability to demonstrate state adopted competencies and indicators for each librarian-teacher’s licensure level.

E. If a level II or level III-A librarian-teacher does not demonstrate essential competencies for a given school year, the school district shall provide the librarian-teacher with professional development and peer intervention, including mentoring, for a period the school principal deems necessary. If by the end of that school year the librarian-teacher still fails to demonstrate essential competencies, a district may choose not to contract with that librarian-teacher.

F. If a level III-A librarian-teacher does not demonstrate essential competencies at level III-A for a given school year, the school district shall provide the librarian-teacher with professional development and peer intervention, including mentoring, for a period the school principal deems necessary. If by the end of the following school year the librarian-teacher still fails to demonstrate essential level III-A competencies, the superintendent may recommend to the secretary of education that the librarian-teacher’s level III-A license be suspended until such time as the librarian-teacher demonstrates the essential competencies at level III-A. Depending on the outcome of any due process proceeding under the Uniform Licensing Act, Sections 61-1-1 through 61-1-31, NMSA 1978, and if the superintendent verifies that the librarian-teacher meets the standards for a level II license, the librarian-teacher may be issued a level II license during the period of level III-A licensure suspension. A suspended level III-A license may be reinstated by the secretary of education either upon verification by a local superintendent that the librarian-teacher now demonstrates the essential competencies at level III-A or through the process described in 6.69.5.10 NMAC.

G. Any librarian-teacher who held a level II or level III-A license prior to July 1, 2005, shall meet the requirements of the high objective uniform standard of evaluation for his/her level of licensure through the annual evaluation process by September 1, 2006 or shall not be eligible for the increased base salary provided in 22-10A-11(C), NMSA 1978.

[6.69.5.9 NMAC - N, 10/17/05]

6.69.5.10 IMPLEMENTATION OF THE HIGH OBJECTIVE UNIFORM STANDARD OF EVALUATION FOR ADVANCEMENT TO LEVEL II OR LEVEL III LICENSURE:

A. No later than June 30, 2006, each school district shall adopt policies, guidelines, and procedures for librarian-teacher performance evaluation for licensure advancement that meet the requirements of this regulation. The licensure advancement plan will be combined with the annual evaluation plan provided in Subsection A of 6.69.5.9 NMAC to form an overall system for librarian-teacher evaluation and support.

B. The librarian-teacher shall develop and submit a professional development dossier (PDD) according to the following schedule:

(1) if advancing to level II, not earlier than three months prior to the completion of the third year at level I;

(2) if advancing to level III, not earlier than three months prior to the completion of the third year at level II.

C. The PDD shall include:

(1) evidence of competence that may be collected over multiple school years, including the year the PDD is being developed;

(2) evidence in the following format that demonstrates how the librarian-teacher meets the PED’s eleven librarian-teacher competencies and indicators for the level of licensure to which the librarian-teacher is advancing; evidence that demonstrates how the librarian-teacher meets competencies related to a:

(a) teaching and learning strand (competencies 1-6); and a

(b) program development and management/information access and delivery strand (competencies 7-9); and a

(3) evidence from an evaluation strand that includes the librarian-teacher’s annual evaluations from at least the two years prior to the application for advancement and the superintendent’s recommendation for advancement to the next licensure level;

(4) a verification strand that includes:

(a) for a level I librarian-teacher advancing to level II:

(i) verification of participation in a district’s formal mentorship program;

(ii) verification of three years successful librarian-teaching experience at level I;

(iii) verification by the superintendent that the work product in the dossier is that of the librarian-teacher and that the data submitted is accurate.

(b) for a level II teacher advancing to level IIIA:

(i) verification of a post baccalaureate degree or national board professional teaching certification;

(ii) verification of a minimum three years of successful librarian-teaching experience at level II;

(iii) verification by the superintendent that the work product in the dossier is that of the librarian-teacher and that the data submitted is accurate;

D. Evidence in the PDD competency strands:

(1) The teaching and learning strand shall include evidence of:

(a) student achievement data; and

(b) assessment techniques and procedures; and

(d) examples of student work and performance; and

(e) evidence of implementation of state curriculum standards;

(2) The program development and management/information access and delivery strand shall include mandatory evidence and may include optional evidence as follows:

(a) the student learning strand shall include evidence of:

(i) adaptations/modification for diverse learners; and

(ii) evidence of effective classroom management strategies and procedures; and

(iii) classroom observation reports; and

(iv) evidence of communication with students and parents.

(b) the student learning strand may include evidence in the form of:

(i) student surveys; and/or

(ii) video tapes with reflections/analysis.

(3) The professional learning strand shall include evidence of at least one of the following:

(a) professional development activities associated with the teachers annual professional development plan (PDP); or

(b) evidence of collaborating with professional community; or

(d) research publications; or

(e) professional presentations.

(4) Evidence comparable and equivalent to Paragraphs (1), (2) and (3) of Subsection E of this section may be developed through certification by the national board of professional teaching standards (NBPTS).

E. Unless special accommodations are requested in writing to the PED 30 days in advance of a submission, the PDD and associated fees in Subsection C of 6.60.7.8 NMAC shall be submitted electronically following procedures established by the PED.

F. The PDD shall be evaluated by the superintendent of the teacher’s school district and by two external reviewers, one of whom shall hold a library/media endorsement, as follows:

(1) The superintendent will complete the verification and evaluation strands in order to make his recommendation for licensure advancement and the two external reviewers will rate the three competency strands as “exceeds standards,” “meets standards” or “does not meet standards in order to make their recommendations for licensure advancement.”

(2) Each one of the three competency strands of a librarian-teacher’s PDD reviewed by the independent reviewers must be rated as either “exceeds standards” or “meets standards” and each one of the strands completed by the superintendent must be verified and have a positive recommendation in order for the librarian-teacher to advance to the next higher level of licensure.

(3) The superintendent and the reviewers will submit the PDD to the PED or its contractor with their ratings.

(4) PED will evaluate the ratings of the superintendent and the external reviewers and approve or deny the teacher’s application for licensure advancement.

(a) If one of the external reviewers rates one of the competency strands of the PDD as “exceeds standards” and the other external reviewer rates the same strand as “meets standards”, the strand will be deemed passed.

(b) If one of the external reviewers rates one of the competency strands of the PDD as “does not meet standards” and the other rates the same strand as “exceeds standards”, the finding will be that the candidate “meets standards” and the strand will be deemed passed.

(c) If one of the external reviewers rates one of the competency strands of the PDD as “does not meet standards” and the other rates the same strand as “meets standards,” a third reviewer will resolve the discrepancy in order to determine if the strand will be passed.

(d) If both of the external reviewers rate the competency strand(s) of PDD the same, that rating will be their finding. If, however, both of the external reviewers rate the competency strand(s) of the PDD as "does not meet standards," a third trainer/reviewer may review the strand(s) to confirm or reject their ratings.

G. A candidate for licensure advancement who is not successful in the PDD may continue to submit a new PDD.

H. If a candidate for licensure advancement meets or exceeds standards in one or some of the strands, but not in all of them, the librarian-teacher’s score(s) of “meets standards” or “exceeds standards” may be retained for a period of two calendar years. Any resubmission of a PDD during that two-year period need only address those strands rated “does not meet standards” in order to determine a final passing score for all strands for licensure advancement.

[6.69.5.10 NMAC - N, 10/17/05]

6.69.5.11 NEW MEXICO LIBRARIAN-TEACHER COMPETENCIES AND INDICATORS FOR LICENSURE LEVELS I, II, III:

A. New Mexico is one of the most diverse states in the nation, and this diversity is reflected in the strengths and needs of New Mexico’s students. The ability of a highly qualified librarian-teacher to address the learning needs of all of New Mexico’s students, including those who learn differently as a result of disability, culture, language, or socioeconomic status, forms the framework for the New Mexico librarian-teacher competencies for licensure levels I, II, and III assessment criteria indicators.

B. With the adoption of this rule, the high objective statewide standard of evaluation for librarian-teachers shall include the following standards and indicators as part of the evaluation criteria for level I librarian-teachers.

(1) The librarian-teacher demonstrates knowledge of the library content area and established curriculum:

(a) utilizes and enhances established library curriculum;

(b) gives clear explanations relating to lesson content and procedure;

(d) articulates to students the interrelatedness of content areas.

(2) The librarian-teacher appropriately utilizes a variety of teaching methods:

(a) provides opportunities for students to work independently, in small groups and in large groups;

(b) uses a variety of teaching methods such as demonstrations, lecture, student‑initiated work, group work, questioning, and independent practice;

(c) uses a variety of resources, such as print and non-print materials, manipulatives, on-line resources, and technology;

(d) provides opportunities for students to apply, practice, and demonstrate knowledge and skills;

(e) implements necessary modifications and adaptations in instruction and library curriculum so that students with disabilities have access in the least restrictive environment.

(3) The librarian-teacher communicates with and obtains feedback from students in a manner that enhances student learning and understanding:

(a) explains and/or demonstrates the relevance of topics and activities;

(b) communicates to students the instructional intent, directions or plan;

(d) clarifies actions, directions and explanations when students do not understand.

(4) The librarian-teacher effectively utilizes student assessment techniques and procedures:

(a) solicits communication from students about their learning;

(b) uses a variety of strategies in instructional planning using ongoing assessment;

(c) documents observations of student learning using tools such as anecdotal records, consultations with teachers and/or logs.

(5) The librarian-teacher comprehends the principles of student growth, development and learning, and applies them appropriately:

(a) instructs students in the use of cognitive thinking skills such as critical thinking, problem-solving, divergent thinking, inquiry, and decision-making;

(b) uses teaching techniques that address student learning levels, rates, styles, and special needs, as well as diverse interests and backgrounds;

(c) uses materials and media that address student learning levels, rates, styles, and special needs, as well as diverse interests and backgrounds.

(6) The librarian-teacher recognizes student diversity and creates an atmosphere conducive to the promotion of positive student involvement and self-concept:

(a) demonstrates sensitivity and responsiveness to the personal ideas, learning needs, interests, and feelings of students with disabilities, and/or from culturally and linguistically diverse backgrounds (e.g., Native Americans, Hispanic Americans, African Americans, Asian Americans, as well as other recent immigrant groups);

(b) understands how students differ in their approaches to learning and adjusts instruction to meet diverse needs;

(d) provides students with opportunities that promote creativity as well as critical and divergent thinking;

(e) provides opportunities for students to be responsible for their own behavior and learning;

(f) promotes positive student/teacher relationships;

(g) encourages high expectations for all students.

(7) The librarian-teacher models and promotes collaborative planning:

(a) participates in informal collaborative curriculum planning with the teaching staff;

(b) collaborates with teaching staff to identify student information needs;

(c) identifies potential areas of collaborative opportunities to design authentic learning tasks and informal assessments.

(8) The librarian-teacher organizes and manages the library in accordance with established written policies and procedures:

(a) organizes the library to meet patron needs;

(b) selects resources that support instructional priorities as well as recreational and informational needs of the patrons;

(c) applies collection development techniques including needs analysis, evaluation, selection, and deselection of resources.

(d) assesses collection annually based on currency, size and balance;

(e) maintains inventory of library resources;

(f) evaluates and adjusts library program and services;

(g) promotes effective use of the library and its services.

(9) The librarian-teacher manages the educational setting in a manner that promotes positive student behavior, and a safe and healthy environment:

(a) serves as a model for constructive behavior patterns;

(b) establishes and states expectations for student behavior in the library;

(d) prepares and arranges instructional material in advance for easy student accessibility;

(e) implements a classroom management system that promotes acceptable and appropriate student behavior;

(f) identifies hazards, assesses risks, and takes appropriate action.

(10) The librarian-teacher demonstrates a willingness to examine and implement change, as appropriate:

(a) seeks professional development opportunities to identify relevant strategies in education and librarianship to improve the quality of learning;

(b) participates in instructional improvement and school reform initiatives.

(11) The librarian-teacher works productivity with colleagues, parents, and community members:

(a) actively promotes collegial relations with other school personnel;

(b) invites parents and community to the library;

C. With the adoption of this rule, the high objective standard of evaluation shall include the following standards and indicators as part of the evaluation criteria for level II librarian-teachers.

(1) The librarian-teacher demonstrates knowledge of the library content area and established curriculum.

(a) enhances and extends established library curriculum;

(b) gives clear explanations relating to lesson content and procedure;

(d) demonstrates the interrelatedness of content areas.

(2) The librarian-teacher appropriately utilizes a variety of teaching methods:

(a) designs appropriate opportunities for students to work independently, in small groups and in large groups;

(b) selects from a variety of teaching methods such as demonstrations, lecture, student‑initiated work, group work, questioning, and independent practice for specific instructional goals and purposes;

(c) integrates into instruction a variety of resources such as print and non-print materials, manipulatives, on-line resources, and technology;

(d) demonstrates understanding and appropriate application of learning styles, modalities, and intelligence theories;

(e) designs and implements necessary modifications and adaptations in instruction and library curriculum so that students with disabilities have access in the least restrictive environment.

(3) The librarian-teacher communicates with and obtains feedback from students in a manner that enhances student learning and understanding:

(a) explains, demonstrates, or communicates the relevance of topics and activities;

(b) consistently communicates to students the instructional intent, directions or plan;

(d) presents directions and explanations in a variety of ways to ensure student understanding.

(4) The librarian-teacher effectively utilizes student assessment techniques and procedures:

(a) communicates with students about their learning;

(b) selects appropriate strategies for specific learning outcomes and adjusts instruction using ongoing assessment;

(c) documents observations of student learning using tools such as anecdotal records, consultations with teachers and/or logs.

(5) The librarian-teacher comprehends the principles of student growth, development and learning, and applies them appropriately:

(a) integrates into instruction cognitive thinking skills such as critical thinking, problem-solving, divergent thinking, inquiry, and decision-making;

(b) adapts teaching techniques that address student learning levels, rates, styles and special needs, as well as diverse interests and backgrounds;

(c) adapts materials and media that address student learning levels, rates, styles and special needs, as well as diverse interests and backgrounds.

(6) The librarian-teacher recognizes student diversity and creates an atmosphere conducive to the promotion of positive student involvement and self-concept:

(a) acknowledges and validates the ideas, learning needs, interests, and feelings of students with disabilities, and/or from culturally and linguistically diverse backgrounds (e.g., Native Americans, Hispanic Americans, African Americans, Asian Americans, as well as other recent immigrant groups);

(b) demonstrates an awareness of the influences of context, disability, language and culture on students learning;

(d) designs learning experiences that promote creativity as well as critical and divergent thinking;

(e) designs opportunities that require and reinforce student responsibility for their own behavior and learning;

(f) develops students’ self-esteem, motivation, character, and sense of civic responsibility;

(g) establishes and communicates high expectations for all students.

(7) The librarian-teacher models and promotes collaborative planning:

(a) participates in informal or formal collaborative curriculum planning with teaching staff;

(b) collaborates with teaching staff to identify student information needs;

(8) The librarian-teacher organizes and manages the library in accordance with established written policies and procedures:

(a) adjusts the organization of the library according to observation of patron needs;

(b) solicits patron input to select resources that support instructional priorities as well as recreational and informational needs of patrons;

(c) applies collection development techniques including needs analysis, evaluation, selection and deselection of resources;

(d) assesses the collection annually based on currency, size and balance and develops a collection development plan;

(e) conducts regular periodic inventories and analyzes inventory reports;

(f) seeks input from learning community on perceived needs for library improvement and adjusts library program and services accordingly;

(g) develops library awareness through promotional materials.

(9) The librarian-teacher manages the educational setting in a manner that promotes positive student behavior, and a safe and healthy environment:

(a) identifies, explains and models constructive behavior patterns;

(b) establishes and reinforces expectations for student behavior in the library;

(d) prepares and arranges instructional material in advance for easy student accessibility;

(e) implements a classroom management system that promotes acceptable and appropriate student behavior;

(f) identifies hazards, assesses risks, and takes appropriate action.

(10) The librarian-teacher demonstrates a willingness to examine and implement change, as appropriate:

(a) uses professional development opportunities to identify relevant strategies in education and librarianship to improve the quality of learning;

(b) contributes to instructional improvement and school reform initiatives.

(11) The librarian-teacher works productivity with colleagues, parents, and community members:

(a) collaborates with colleagues;

(b) promotes active roles for parents and community members in the library;

(c) provides a system for interactive communication in a professional manner with colleagues, parents, and community members.

D. With the adoption of this rule, the high objective standard of evaluation shall include the following standards and indicators as part of the evaluation criteria for level III librarian-teachers.

(1) The librarian-teacher demonstrates knowledge of the library content area and established curriculum.

(a) contributes to the refinement and development of the library curriculum;

(b) provides clear explanations relating to lesson content and procedures in multiple ways and is aware of knowledge and preconceptions that students can bring to the subject;

(d) integrates other content areas and the library curriculum.

(2) The librarian-teacher appropriately utilizes a variety of teaching methods:

(a) engages students in activities designed for small groups, large groups, and independent work;

(b) demonstrates effective selection and use of a variety of teaching methods to make information accessible to all students;

(c) demonstrates effective integration of a variety of resources into instruction, such as print and non-print materials, manipulatives, on-line resources, and technology;

(d) designs opportunities for students to apply, practice, and demonstrate knowledge and skills based on learning modalities, style preferences and intelligences;

(e) engages with colleagues to implement necessary modifications and adaptations in instruction and library curriculum so that students with disabilities have access in the least restrictive environment.

(3) The librarian-teacher communicates with and obtains feedback from students in a manner that enhances student learning and understanding:

(a) engages students in explaining or demonstrating the relevance of topics and activities;

(b) engages students in instructional directions and plans using techniques such as query, survey, or instructional choice;

(d) presents directions and explanations in a variety of ways to ensure student understanding.

(4) The librarian-teacher effectively utilizes student assessment techniques and procedures:

(a) involves students in the analysis and evaluation of their learning;

(b) designs appropriate strategies for specific learning outcomes and adjusts instruction using ongoing assessment;

(c) documents observations of student learning using tools such as anecdotal records, consultations with teachers and/or logs.

(5) The librarian-teacher comprehends the principles of student growth, development and learning, and applies them appropriately:

(a) consistently integrates into instruction cognitive thinking skills such as critical thinking, problem-solving, divergent thinking, inquiry, and decision-making;

(b) integrates into instruction the most effective techniques that address student learning levels, rates, styles and special needs, as well as diverse interests and backgrounds;

(c) integrates into instruction materials and media that address student learning levels, rates, styles and special needs, as well as diverse interests and backgrounds.

(6) The librarian-teacher recognizes student diversity and creates an atmosphere conducive to the promotion of positive student involvement and self-concept:

(a) acknowledges and integrates the ideas, learning needs, interests, and feelings of students with disabilities, and/or from culturally and linguistically diverse backgrounds (e.g., Native Americans, Hispanic Americans, African Americans, Asian Americans, as well as other recent immigrant groups);

(b) creates an environment that encourages the awareness of the influences of context, disability, language, and culture on student learning;

(d) engages students in learning experiences that promote creativity as well as critical and divergent thinking;

(e) designs opportunities that require and reinforce student responsibility for their behavior and learning;

(f) fosters the development of respect for individual, cultural, linguistic, ability, and religious differences;

(g) assists students in setting high standards for their performance.

(7) The librarian-teacher models and promotes collaborative planning:

(a) participates in formal collaborative curriculum planning with the teaching staff;

(b) collaborates with the teaching staff to identify student information needs;

(8) The librarian-teacher organizes and manages the library in accordance with established written policies and procedures:

(a) plans for long-range improvements of library organization based on evaluation of patron needs, using indicators such as usage patterns, traffic flow and circulation;

(b) forms and leads library advisory committee to assist in the selection of resources that support instructional priorities as well as recreational and informational needs of patrons;

(c) applies collection development techniques including needs analysis, evaluation, selection and deselection of resources;

(d) assesses the collection annually based on currency, size and balance and develops a long-range collection development plan;

(e) uses analysis of inventory reports as a component of collection development;

(f) responds effectively to learning community needs for library program and services;

(g) analyzes and revises promotional materials for effectiveness and currency.

(9) The librarian-teacher manages the educational setting in a manner that promotes positive student behavior, and a safe and healthy environment:

(a) integrates the teaching of constructive, pro-social behaviors into regular instruction;

(b) engages students in establishing expectations for building a learning community in the library;

(d) prepares and arranges instructional material in advance for easy student accessibility;

(e) implements a classroom management system that promotes acceptable and appropriate student behavior;

(f) identifies hazards, assesses risks, and takes appropriate action.

(10) The librarian-teacher demonstrates a willingness to examine and implement change, as appropriate:

(a) contributes to the professional community by sharing relevant strategies in education and librarianship;

(b) assumes a leadership role in the study and implementation of instructional improvement and school reform initiatives.

(11) The librarian-teacher works productivity with colleagues, parents, and community members:

(a) serves as a role model for collaborative working relations across the profession;

(b) promotes active roles for parents and community members in the library;

(c) provides a system for interactive communication in a professional manner with colleagues, parents, and community members.

E. A school district may select and/or develop additional standards and indicators determined appropriate by the local school district to complete the local librarian-teacher performance evaluation system.

F. Each school district shall provide training in evaluation of performance, program observation techniques, conference skills, and growth planning to all librarian-teacher and personnel assigned performance evaluation duties.

G. Librarian-teacher whose leadership roles are primarily outside of the library will be evaluated on their ability to lead other librarian-teachers in meeting the competencies and indicators in their level of licensure.

[6.69.5.11 NMAC - N, 10/17/05]

HISTORY OF 6.69.5 NMAC:

HISTORY OF REPEALED MATERIAL:

6.69.3.10 NMAC, Evaluation of Library/Media Specialist Performance, Filed 6/01/01 - Repealed 10/17/05