TITLE 6 PRIMARY
AND SECONDARY EDUCATION
CHAPTER 61 SCHOOL PERSONNEL - SPECIFIC LICENSURE
REQUIREMENTS FOR
INSTRUCTORS
PART 4 LICENSURE IN SECONDARY
EDUCATION, GRADES 7-12
6.61.4.1 ISSUING AGENCY: Public
Education Department (PED)
[11-14-98, 7-30-99; 6.61.4.1
NMAC - Rn, 6 NMAC 4.2.3.4.1, 10-31-00; A, 06-15-06; A, 10-31-07]
6.61.4.2 SCOPE: Chapter 61,
Part 4 governs licensure in secondary education, grades 7-12, for those persons
seeking such licensure.
[11-14-98; 6.61.4.2 NMAC -
Rn, 6 NMAC 4.2.3.4.2, 10-31-00]
6.61.4.3 STATUTORY AUTHORITY: Sections
22-2-1, 22-2-2 and 22-10A-6, NMSA 1978.
[11-14-98; 6.61.4.3 NMAC -
Rn, 6 NMAC 4.2.3.4.3, 10-31-00; A, 06-01-02; A, 06-15-06]
6.61.4.4 DURATION: Permanent
[11-14-98; 6.61.4.4 NMAC - Rn,
6 NMAC 4.2.3.4.4, 10-31-00]
6.61.4.5 EFFECTIVE DATE: November 14,
1998, unless a later date is cited in the history note at the end of a section.
[11-14-98; 6.61.4.5 NMAC -
Rn, 6 NMAC 4.2.3.4.5 & A, 10-31-00]
6.61.4.6 OBJECTIVE: This rule
governs licensure requirements in secondary education for grades 7-12 for
persons seeking such licensure. It
waives the requirement of this licensure for persons already holding a valid
state secondary license as of June 30, 1989.
[11-14-98; 6.61.4.6 NMAC -
Rn, 6 NMAC 4.2.3.4.6 & A, 10-31-00; A, 06-15-06]
6.61.4.7 DEFINITIONS:
A. “Core
academic subjects” means English, language arts, reading, mathematics, science,
the arts, including music and visual arts, social studies, which includes
civics, government, economics, history, and geography, and modern and classical
languages, except the modern and classical Native American languages and
cultures of New Mexico tribes or pueblos.
B. “A
highly qualified beginning secondary teacher”, under this rule, means a teacher
who is fully qualified to teach the core academic subjects in grades 7-12, who
is new to the profession, who has pursued a standard route to licensure and
who:
(1) meets the requirements for secondary 7-12
licensure in Subsections A or B of 6.61.4.8 NMAC, and
(2) has no licensure requirements waived on an
emergency or temporary basis, or for any other reason, and
(3) has passed all applicable teacher testing
requirements for licensure in 6.60.5.8 NMAC.
[6.61.4.7 NMAC - N, 08-15-03]
6.61.4.8 REQUIREMENTS:
A. persons
seeking licensure in secondary education pursuant to the provisions of this
rule shall meet the requirements of Subsection A or Subsection B of 6.61.4.8
NMAC.
(1) bachelor's degree from a regionally
accredited college or university and including, for those students first
entering a college or university beginning in the fall of 1986, the following:
(a) twelve (12) semester hours in English;
(b) twelve (12) semester hours in history
including American history and western civilization;
(c) six (6) semester hours in mathematics;
(d)
six (6) semester hours in government, economics or sociology;
(e) twelve (12) semester hour in science,
including biology, chemistry, physics, geology, zoology, or botany;
(f) six
(6) semester hours in fine arts; and
(2) credits from a regionally accredited
college or university which include twenty-four to thirty (24-30) semester
hours of professional education in a secondary education program approved by
the (PED) including completion of the PED's approved functional areas and
related competencies in professional education; and including:
(3) a mandatory student teaching component;
and
(4) twenty-four to thirty-six (24-36) semester
hours in at least one teaching field such as mathematics, science(s), language
arts, reading, or from among history, geography, economics, civics and
government (or other content related areas), twelve (12) hours of which must be
in upper division courses as defined by the college or university; individuals
must also complete the PED approved functional areas and related competencies
in the teaching field; and
(5) in addition to the requirements specified
in Subsection A, Paragraphs (1), (3), (4), (6) and (7) of 6.61.4.8 NMAC, three
(3) hours in the teaching of reading for those who have first entered any
college or university on or after August 1, 2001 regardless of when they
graduate or earn their degree; and
(6) passage of all portions of the current PED
approved teacher test; and
(7) satisfy the requirements of a highly
qualified beginning secondary teacher; or
B. possess
a valid certificate issued by the national board for professional teaching
standards for the appropriate grade level and type.
[11-14-98; 6.61.4.8 NMAC -
Rn, 6 NMAC 4.2.3.4.8 & A, 10-31-00; A, 06-01-02; A, 08-15-03; A, 06-15-06;
A, 10-31-07]
6.61.4.9 [Reserved]
[11-14-98; 6.61.4.8 NMAC -
Rn, 6 NMAC 4.2.3.4.9, 10-31-00; Rp 08-15-03]
6.61.4.10 REFERENCED MATERIAL: Competencies
for entry level secondary teachers
A. Professionalism
(1) The teacher is knowledgeable of and
understands the expectations for educators as positive community members.
(2) The teacher reflects on, analyzes, and
evaluates the effect of choices and actions on others, including students,
parents, and other professionals in the learning community, and uses this
knowledge to improve the learning process.
(3) The teacher seeks opportunities to grow
professionally, including participation in professional organizations and
development opportunities such as conferences, workshops, classes and research,
and uses this information to improve professional practices.
(4) The teacher researches current educational
issues then practices and applies them in the classroom.
(5) The teacher understands his/her role in
the educational decision-making process as an advocate for children, school,
district, community, and self.
(6) The teacher is aware of and adheres to the
New Mexico code of ethics for educators.
(7) The teacher demonstrates awareness of
relevant legal requirements of teachers and schools.
(8) The teacher demonstrates an awareness of
the structure of local, state, and federal agencies and educational systems.
(9) The teacher utilizes professional
organizations as a learning tool to increase professional knowledge.
(10) The teacher interacts as a member of a
school - and/or district-wide instructional team.
B. Instructional
planning and implementation
(1) The teacher understands learning theory,
subject matter, and curriculum development and uses this knowledge in planning
instruction to meet curriculum goals.
(2) The
teacher takes into account the physical, social, emotional, cognitive, and
linguistic development of students when planning instruction.
(3) The teacher plans learning opportunities,
recognizing the various learning styles of individuals/groups, according to the
nature of the content being taught.
(4) The teacher creates short- and long-term
plans that are linked to student needs, performance, and learning styles.
(5) The teacher integrates into all curriculum
planning, delivery, assessment strategies, and materials that recognize and
build upon the strengths of diverse cultures, languages, traditions,
environment, and background.
(6) The teacher understands areas of
exceptionality in learning.
(7) The teacher integrates a variety of
technologies into planned activities.
(8) The teacher plans activities to promote
creativity and independent thinking.
(9) The teacher prepares and uses assessment
strategies and instruments appropriate to the learning outcomes being
evaluated.
(10) The teacher evaluates lesson plans through
observation of classroom interactions, questioning, and analysis of student
work.
(11) The teacher utilizes diagnostic data to
help develop instructional programs as part of an instructional team.
(12) The teacher integrates and applies content
area concepts across all areas of the curriculum.
(13) The teacher understands that federal
statutes, state statutes, state board rules, and local curriculum guidelines
are the basis for instruction for all content areas.
(14)
The teacher demonstrates the ability to use academic content in
planning, implementation, instruction, and assessment.
C. Classroom
management
(1) The teacher arranges the physical
environment for optimal learning and safety.
(2) The teacher provides a safe classroom
environment where individual differences are respected.
(3) The teacher develops and implements
effective classroom management techniques.
(4) The teacher demonstrates an awareness of
classroom interactions.
(5) The teacher demonstrates effective use of
preventive management techniques.
(6) The teacher uses various signals and cues
to assist in effective classroom management.
(7) The teacher effectively manages transition
times.
(8) The teacher models and expects positive
social interaction with students that encourages a productive learning environment.
(9) The teacher uses techniques that develop
positive self-esteem, social and emotional skills, and character traits
necessary for healthy, productive individuals and positive social interactions.
(10) The teacher manages time and materials
effectively to minimize distraction and disruptions for optimal student
involvement.
(11) The teacher collaborates with specialists,
support personnel, parents, and administrators in an interdisciplinary manner
for the success of the individual student.
(12) The teacher uses data collection
techniques to document student behavior.
D. Assessment
(1) The teacher understands and uses formal
and informal aptitude and interest assessment strategies to evaluate and ensure
the continuous development of the learner.
(2) The teacher develops valid evaluation
tools to measure student outcomes.
(3) The teacher selects materials and means
for measuring progress.
(4) The teacher determines the entry level of
students in a learning continuum.
(5) The teacher uses assessment of student
learning to improve his or her own teaching and to revise curriculum.
(6) The teacher interprets and uses results of
standardized instruments, including and understanding of percentiles, means,
stanines, grade equivalence, and item analysis.
(7) The teacher is aware of transition
processes including different diploma choices in New Mexico as it relates to
students with special needs.
(8) The teacher uses formal and informal
observation skills for information gathering.
(9) The teacher is able to use effective
questioning techniques to better assess the student’s knowledge.
(10) The teacher designs assessment strategies which
are specific to the developmental levels of student knowledge and skills
including typical and atypical patterns.
(11) The teacher employs only ethical, legal,
and otherwise appropriate assessment methods and uses of assessment
information.
(12) The teacher demonstrates familiarity with
a variety of assessment tools, including but not limited to portfolio,
performance-based assessment, and student writing.
(13) The teacher uses student responses,
explanations, and demonstrations, to analyze misunderstandings that led to
errors.
(14) The teacher is aware of and accepts that
there may be a variety of methods or procedures that will give a correct
answer.
(15) The teacher maintains useful and
meaningful records of student work and communicates results to students,
parents, and other educators.
(16) The teacher uses effective questioning
techniques to better assess the student’s knowledge.
E. Technology
(1) Basic computer and technology operations
and concepts - the teacher uses computer systems to: run software, access,
generate, and manipulate data; and publish results. The teacher evaluates performance of hardware
and software components of computer systems and applies basic troubleshooting
strategies as needed.
(a) Operates a multimedia computer system with
related peripheral devises to successfully install and use a variety of
software packages.
(b) Uses terminology related to technology
appropriate to the teaching field in written and oral communication.
(c) Describes and implements basic
troubleshooting techniques for multimedia computer systems with related
peripheral devices.
(d) Uses imaging devices.
(e) Demonstrates knowledge of uses of
computers and technology in business, industry, and society.
(f) Operates a variety of audio-visual
devices.
(2) Personal and professional use of
technology - the teacher will apply tools for enhancing his/her own
professional growth and productivity.
The teacher will use technology in communicating, collaborating,
conducting research, and solving problems.
In addition, the teacher will plan and participate in activities that
encourage lifelong learning and will promote equitable, ethical, and legal use
of computer and technology resources.
(a) Uses productivity tools for word
processing, database management, and spreadsheet applications.
(b) Applies productivity tools for creating a
multimedia presentation.
(c) Uses computer -based technologies
including telecommunications to access information and enhance personal and
professional productivity.
(d) Uses computers to support problem solving,
data collection, information management, communications, presentations, and
decision making.
(e) Demonstrates awareness of resources for
adaptive assistive devices and software for students with special needs.
(f) Demonstrates awareness of resources for
culturally and linguistically diverse students.
(g) Demonstrates knowledge of equity, ethics,
legal, and human issues concerning use of computers and technology.
(h) Demonstrates awareness of computer and
related technology resources for facilitating lifelong learning and emerging
roles of the learner and the educator.
(i) Demonstrates awareness of broadcast
instruction, audio/video conferencing, and other distant learning applications.
(3) Application of technology to support
teaching and learning - the teacher applies computers and related technologies
to support teaching and learning in the grade level and subject areas. The teacher will integrate a variety of
software, applications, and learning tools in the teaching and learning
process. Lessons developed must reflect
effective grouping and assessment strategies for diverse populations.
(a) Explores, evaluates, and uses technology
resources including applications, tools, educational software, and assorted
documentation.
(b) Describes best practice and appropriate
assessment as related to the use of technology resources in the curriculum.
(c) Designs, implements, and assesses learning
activities that integrate technology for a variety of grouping strategies for
diverse populations.
(d) Designs learning activities that foster
equitable, ethical, and legal use of technology by students.
(e) Practices responsible, ethical, and legal
use of technology, information, and software resources.
F. Diversity
(1) The teacher responds to students as
individuals.
(2) The teacher identifies and develops appropriate
responses that build upon the strengths of diverse students and addresses
diverse needs and differences.
(3) The teacher applies current research
findings about social and cultural environments, individual differences, linguistically
diverse populations, students of different ages, students with
exceptionalities, and gender differences.
(4) The teacher understands how students
differ in their approaches to learning and creates instructional approaches
that are adaptive to diverse learners.
(5) The teacher organizes and manages varied
group learning strategies, as appropriate, to diverse strengths, needs, and/or
interests of students and to the goals of the lesson.
(6)
The teacher identifies stereotypes in curriculum materials and adapts
instruction appropriately.
(7) The teacher helps students develop
critical perspectives on biased materials.
(8) The teacher demonstrates sensitivity to
New Mexico’s unique linguistic and cultural diversity.
G. Family
and community
(1) The teacher demonstrates an awareness of
the diverse cultures, histories, and values of the community.
(2)
The teacher demonstrates understanding, respects, and values for the
central role that community and family play in the learning process of a child
and is able to utilize these experiences to enhance learning.
(3) The teacher values and utilizes the
knowledge that all community members have something to contribute to the
classroom to assist in the educational process.
(4) The teacher recognizes that families and
community can be used as teaching resources to enhance learning and children’s
self value.
(5) The teacher effectively communicates to
student’s parents progress involving academic, behavioral, and social issues
that influence learning.
(6) The teacher communicates to community
members about important events and school activities.
(7) The teacher understands the importance of
including parents and community members in classroom and school curriculum
development and the decision making process.
(8) The teacher conveys good citizenship and
demonstrates to students the importance of being an active part of the
community.
(9) The teacher participates and attends
various after school functions.
H. Inclusion
(1) The teacher understands special education
rules.
(2) The teacher understands the different
levels of disabilities.
(3) The teacher understands the development
and use of individualized education plans (IEPs) and individualizes transition
plans/504 plans.
(4) The teacher understands the
responsibilities in implementing objectives set in an IEP, an individualized
transition plan/504 plan and utilizes modifications.
(5) The teacher develops lessons according to
IEPs, an individualized transition plan/504 plan and utilizes modifications.
(6) The teacher monitors achievement and
growth as set by an IEP, an individualized transition plan/504 plan and uses
appropriate procedures to recommend changes when necessary.
(7) The teacher partners with special
education teachers and others as necessary for implementation of the IEP.
(8) The teacher adjusts lessons and strategies
as specified by the modifications for students with exceptionalities with
regard to academic levels, physical environment, emotional, and transition
needs.
(9) The teacher understands the social,
emotional, physical, academic, and transition needs of students with
exceptionalities.
(10) The teacher assists students with
exceptionalities to understand social responsibilities to the environments in
which they are engaged such as the school, community, and workplace.
(11) The teacher assists students with
exceptionalities to have positive experiences in the regular classroom.
I. Development
of student
(1) The teacher understands various theories
of cognitive, social, aesthetic, emotional and physical development as it
relates to the student’s needs and strengths.
(2) The teacher understands how the student
learns and develops, and provides learning opportunities to support their
cognitive, social, aesthetic, emotional, and physical development as it relates
to the student’s needs and strengths.
(3) The teacher develops curriculum and
implements instructional strategies appropriate to the developmental level of
each student, leading to effective management of transitional time.
(4) The teacher creates learning experiences
in his/her discipline that demonstrates knowledge of student learning styles,
diversity, and cognitive development.
J. Communication
(1) The teacher uses knowledge of effective
verbal, nonverbal, technological, and media communication techniques to foster
active inquiry, collaboration, problem solving, and supportive interaction in
the learning community.
(2) The teacher effectively communicates
orally and in writing using appropriate standard written and spoken English and
encourages this in students.
(3) The teacher understands communications
theory, language development, and the role of language appropriate to student
learning styles.
(4) The teacher understands how to use a
variety of strategies to facilitate language acquisition and development.
(5) The teacher recognizes that the
conventions and skills of language need to be taught in meaningful and
authentic contexts rather than in isolation.
(6) The teacher recognizes that writing is
critical to other areas of language acquisition, cognitive growth, and
expression and is an empowering personal internalization process.
(7) The teacher recognizes that the focus of
reading is communication of meaning through interaction between the reader and
the text.
(8) The teacher recognizes that humans
communicate through a variety of verbal and non-verbal sign systems and can
provide exposure to and experiences in multiple expressive modes across the
curriculum.
(9) The teacher recognizes that all modes of
communication are enhanced by social interaction and that speaking and writing
help process and refine thinking and learning.
(10) The teacher understands how cultural,
dialectic, and gender differences affect communication and encourage expression
that is context appropriate.
(11) The teacher encourages culturally
sensitive communication by and among all students in the class.
(12) The teacher is a thoughtful and responsive
listener and encourages this quality in students.
(13) The teacher understands the role of
multiple questioning strategies and student inquiry as communication tools.
(14) The teacher recognizes the importance of
technology as a tool for learning and communication.
(15) The teacher uses appropriate public
relations skills, particularly in relation to parent and community members.
K. Motivation
(1) The teacher uses verbal, nonverbal, and
other communication techniques that enhance the motivation of students.
(2) The teacher varies teaching strategies and
modifies learning activities to facilitate student motivation.
(3) The teacher establishes a classroom
environment and utilizes feedback in a manner that encourages motivation.
(4) The teacher demonstrates an enthusiasm for
teaching.
(5) The teacher maintains high expectations
for the success of all students while establishing a classroom environment
where students believe they can be successful.
(6)
The teacher projects a positive attitude toward the subject and
students.
(7) The teacher uses a variety of student
assessment techniques to encourage student learning.
(8) The teacher uses assessment strategies to
involve learners in self-assessment activities, to help them become aware of
their strengths and needs, and to encourage them to set personal goals for
learning.
[11-14-98; 6.61.4.10 NMAC -
Rn, 6 NMAC 4.2.3.4.10 & A, 10-31-00; A, 10-31-07]
HISTORY OF 6.61.4 NMAC:
PRE-NMAC HISTORY: The material
in this part was derived from that previously filed with the State Records
Center and Archives under:
SBE Regulation No. 71-26
Continuing Five Year Secondary Certificate, filed August 28, 1978;
SBE Regulation No. 72-3 Four
Year Provisional Secondary Certificate, filed February 17, 1972;
SBE Regulation No. 72-4 Five
Year Secondary Certificate, filed February 17, 1972;
SBE Regulation No. 76-4 Four
Year Standard Secondary Certificate, filed March 26, 1976;
SBE Regulation No. 78-20 Four
Year Standard Secondary Certificate, filed November 28, 1978;
SBE Regulation No. 78-24 Ten
Year Professional Secondary Licensure, filed November 28, 1978;
SBE Regulation No. 86-9
Licensure in Secondary Education, Grades 7-12, filed January 19, 1987;
SBE Regulation No. 86-10
Licensure in Secondary Education, filed February 20, 1987;
SBE Regulation No. 87-4
Licensure in Secondary Education, Grades 7-12, filed June 18, 1987;
SBE Regulation No. 87-4
Amendment No. 1 Licensure in Secondary Education, Grades 7-12, filed December
4, 1990;
SBE Regulation No. 87-4
Amendment No. 2 Licensure in Secondary Education, Grades 7-12, filed April 3,
1995.