TITLE 6 PRIMARY
AND SECONDARY EDUCATION
CHAPTER 62 SCHOOL PERSONNEL - LICENSURE REQUIREMENTS
FOR ADMINISTRATORS
PART 2 LICENSURE
FOR EDUCATIONAL ADMINISTRATION, GRADES PRE K-12
6.62.2.1 ISSUING
AGENCY: Public Education Department (PED)
[6-15-98;
7-30-99; 6.62.2.1 NMAC - Rn, 6 NMAC 4.2.3.18.1, 8-15-03; A, 6-15-06; A,
10-31-07]
6.62.2.2 SCOPE: This rule governs licensure in educational
administration, grades pre K-12, for those persons seeking such licensure.
[6-15-98; 6.62.2.2 NMAC - Rn, 6 NMAC 4.2.3.18.2, 8-15-03; A,
6-15-06]
6.62.2.3 STATUTORY
AUTHORITY: Sections 22-2-1, NMSA 1978, 22-2-2, NMSA 1978
and 22-10A-11 NMSA 1978.
[6-15-98;
6.62.2.3 NMAC - Rn, 6 NMAC 4.2.3.18.3, 8-15-03; A, 6-15-06]
6.62.2.4 DURATION: Permanent
[6-15-98; 6.62.2.4 NMAC - Rn, 6 NMAC 4.2.3.18.4, 8-15-03]
6.62.2.5 EFFECTIVE
DATE: June 15, 1998, unless a later date is cited
in the history note at the end of a section.
[6-15-98; 6.62.2.5 NMAC - Rn, 6 NMAC 4.2.3.18.5 & A,
8-15-03]
6.62.2.6 OBJECTIVE: This rule governs the requirements for New
Mexico licensure for persons seeking licensure in educational administration,
grades pre K-12, for those persons seeking such licensure on or after July 1,
1989.
[6-15-98;
6.62.2.6 NMAC - Rn, 6 NMAC 4.2.3.18.6, 8-15-03; A, 6-15-06]
6.62.2.7 DEFINITIONS: "Full school year" means a minimum
of 160 instructional days in a school year or 480 instructional days or
equivalent number of days in schools or school districts on alternative
schedules over multiple school years of full-time or part-time teaching during
which the teacher is the teacher of record in at least one class each school
year while holding a standard teaching license.
Instructional days may include teaching in summer school or similar
educational setting.
[6.62.2.7 NMAC - N, 10-31-07]
6.62.2.8 REQUIREMENTS: Persons seeking licensure in educational
administration pursuant to the provisions of this rule shall meet the following
requirements.
A. bachelor's degree and master's degree from a regionally
accredited college or university to include an apprenticeship/internship must:
(1) be completed at a college or university
with an educational administration program approved by the "PED" and
consist of a minimum of 180 clock hours for one calendar year to include time
at the beginning and end of the school year; a passing grade on the
apprenticeship will verify completion of this requirement; OR
(2) be completed under the supervision of a local
school superintendent, private school official, charter school licensed
administrator and consist of a minimum of 180 clock hours for one calendar year
to include time at the beginning and end of the school year; the local school
superintendent will verify that the apprenticeship has met the PED's adopted
competencies for educational administration; such verification will be
considered completion of this requirement;
B. a candidate who entered an administrator preparation
program on or after April 4, 2003, must teach while holding a valid level 3-A
New Mexico teaching license for at least one full school year or hold a current
level 2 teaching license and for at least four years have held a level 3 school
counselor's license while working as a teacher or school counselor; a candidate
who entered an administrator preparation program prior to April 4, 2003, must
hold a valid level 2 New Mexico teaching license;
C. a minimum of eighteen semester hours of graduate credit
in an educational administration program approved by the (PED); the eighteen
semester hour program must address the PED's approved functional areas and
related competencies in educational administration; colleges and universities
may offer these hours through their educational administration, educational
leadership, public administration, business administration, or other
appropriate departments;
D. a candidate who applies for licensure in educational
administration on or after the September, 2007 administration of the PED's
specialty area licensure examinations shall take and pass the licensure test in
administration as stated in 6.60.5 NMAC prior to the issuance of the license.
[6-15-98;
6.62.2.8 NMAC - Rn, 6 NMAC 4.2.3.18.8 & A, 8-15-03; A, 6-15-06; A,
10-31-07]
6.62.2.9 [Reserved]
[6-15-98; 6.62.2.9 NMAC - Rn, 6 NMAC 4.2.3.18.9 &
Repealed, 08-15-03]
6.62.2.10 REFERENCED
MATERIAL: Administrator licensure competencies and
indicators
A. Ethical leadership - The ethical
school leader demonstrates the knowledge and ability to promote the success of
educational community by acting with integrity, fairness, and in an ethical
manner. The administrator:
(1) models a respect for the
rights of others with regard to confidentiality and dignity;
(2) engages in honest interactions with all groups
and individuals;
(3) demonstrates the ability
to combine objectivity, sensitivity, fairness and ethical considerations in
decisions as well as interactions with others;
(4)
makes and explains decisions based upon ethical and legal principles;
(5) understands the New Mexico
code of ethics of the education profession;
(6) demonstrates an
understanding of major historical, philosophical, social and economic
influences affecting education in a democratic society.
B. Visionary leadership - The visionary
leader promotes the success of all students including students with
disabilities and students who are culturally and linguistically diverse by
facilitating the development, articulation, implementation and stewardship of
learning that is shared and supported by the learning community. The administrator:
(1) develops and demonstrates
the skills needed to work with a board of education to facilitate the
development of a vision of learning for a school district that promotes the
success of all students including students with disabilities and students who
are culturally and linguistically diverse;
(2) bases development of the vision on
relevant knowledge and theories applicable to school- level leaders applied to
a school district context;
(3) uses data-based research
strategies to create a vision that takes into account the diversity of learners
in a district;
(4) demonstrates knowledge of
ways to use a district’s vision to mobilize additional resources to support the
vision;
(5) demonstrates the ability
to articulate the components of this vision for a district and the leadership
processes necessary to implement and support the vision;
(6) demonstrates the ability
to use data- based research strategies and strategic planning processes that
focus on student learning to develop a vision, drawing on relevant information
sources such as student assessment results, student and family demographic
data, and an analysis of community needs;
(7) demonstrates the ability
to communicate the vision to school boards, staff, parents, students, and
community members through the use of symbols, ceremonies, stories, and other
activities;
(8) demonstrates the ability
to plan programs to motivate staff, students, and families to achieve a school
district’s vision;
(9) designs research- based
processes to effectively implement a district vision throughout an entire
school district and community;
(10) demonstrates the ability
to align and, as necessary, redesign administrative policies and practices
required for full implementation of a district vision;
(11) understands the theory and
research related to organizational and educational leadership and engage in the
collection, organization, and analysis of a variety of information, including
student performance data, required to assess progress toward a district’s
vision, mission, and goals;
(12) demonstrates the ability
to bring together and communicate effectively with stakeholders within the
district and the larger community concerning implementation and realization of
the vision.
C. Instructional leadership - The
instructional leader promotes the success of all students including students
with disabilities and students who are culturally and linguistically diverse by
maintaining a positive school culture, ensuring a successful instructional
program, applying best practice to student learning, and designing
comprehensive professional growth plans for staff. The administrator:
(1) develops a sustained
approach to improve and maintain a positive district culture for learning that
capitalizes on multiple aspects of diversity to meet the learning needs of all
students including students with disabilities and students who are culturally
and linguistically diverse;
(2) demonstrates an
understanding of a variety of instructional research methodologies and can
analyze the comparable strengths and weaknesses of each method;
(3) uses qualitative and
quantitative data, appropriate research methods, technology, and information
systems to develop a long-range plan for a district that assesses the
district’s improvement and accountability systems;
(4) demonstrates the ability
to use and promote technology and information systems to enrich district
curriculum and instruction, monitor instructional practices, and provide
assistance to administrators who have needs for improvement;
(5) demonstrates the ability
to allocate and justify resources to sustain the instructional program;
(6) demonstrates the ability
to facilitate and engage in activities that use best practices and sound
educational research to improve instructional programs;
(7) demonstrates an ability to
assist school and district personnel in understanding and applying best
practices for student learning;
(8) understands and applies
human development theory, proven learning, and motivational theories, and
concern for diversity to the learning process;
(9) understands how to use
appropriate research strategies to profile student performance in a district
and analyze differences among subgroups;
(10) demonstrates knowledge of
adult learning strategies and the ability to apply technology and research to
professional development design focusing on authentic problems and tasks,
mentoring, coaching, conferencing, and other techniques that promote new
knowledge and skills in the workplace;
(11) demonstrates the ability
to use strategies such as observations and collaborative reflection to help
form comprehensive professional growth plans with district and school
personnel;
(12) develops personal
professional growth plans that reflect commitment to life- long learning and
best practices.
D. Multicultural leadership - The
multicultural leader promotes the success of all students by addressing the
needs of multicultural, multilingual diverse populations. The administrator:
(1) ensures that programs for
linguistically and culturally diverse students are implemented and fully
integrated into all district curricula and programs;
(2) disaggregates and analyzes
student achievement data by home languages, race/ethnicity, gender and
disability in order to ensure all students are learning;
(3) understands and
facilitates that the cultural and community needs and concerns are adequately
identified and integrated into the educational process;
(4) reviews the assessment
process through collaborative efforts between school and community to ensure
sensitivity to local cultural values and norms;
(5) facilitates the
development of curriculum that values and uses the experiences that students
from diverse backgrounds bring to the classroom;
(6) understands the need for
administrators, teachers and all support staff to become familiar with the
cultural and socio-linguistic background as well as the learning and behavior
needs of their students;
(7) continually researches
assessment and curricula that promotes a culturally diverse model for
recognizing differences as strengths that are valuable and enriching for
schools and school districts;
(8) facilitates staff
development for school personnel to recognize, appreciate and value diversity
in language, culture, and social class;
(9) understands the importance
of addressing in all aspects of the education system the unique cultural and
linguistically diverse (CLD) needs of students;
(10) ensures through policy
development that students with language/cultural differences who may have a
disability be identified early and as comprehensively as possible, within their
appropriate cultural/language context;
(11) establishes or
participates in a forum for parents, administrators and teachers to discuss
school policies that fail to value or address cultural, linguistic and/or
community needs;
(12) understands the need for
schools to work with families to alter structural elements that maintain unjust
practices within the schools.
E. Disability leadership - The
disability leader promotes the success of all students by addressing the needs
of students with disabilities. The administrator:
(1) ensures that programs for
students with disabilities are implemented and fully integrated into all
district curricula and programs;
(2) disaggregates and analyzes
student achievement data by home languages, race/ethnicity, gender and
disability in order to ensure all students are learning;
(3)
understands and facilitates that the needs and concerns of students with
disabilities are adequately identified and integrated into the educational
process;
(4) reviews the assessment
process through collaborative efforts between school and community to ensure
the appropriate assessment of students with disabilities;
(5) facilitates the
development of curriculum that values and uses the experiences that students
with disabilities bring to the classroom;
(6) understands the need for
administrators, teachers and all support staff to become familiar with the
learning and behavior needs of their students with disabilities;
(7) continually researches assessment
and curricula that promotes a variety of models that recognize
differences as strengths that are valuable and enriching for schools and
school districts;
(8) facilitates staff
development for school personnel to recognize, appreciate and value students
with disabilities;
(9) understands the importance
of addressing in all aspects of the education system the unique needs of
students with disabilities;
(10) ensures through policy
development that students with language/cultural differences who may have a
disability be identified early and as comprehensively as possible, within their
appropriate cultural/language context.
F. Leadership in community relations -
The leader in community relations has the knowledge and ability to promote the
success of all students including students with disabilities and students who
are culturally and linguistically diverse by collaborating with families and
other community members, responding to diverse community interests and needs,
and mobilizing community resources. The
administrator:
(1) demonstrates the ability
to facilitate the planning and implementation of programs and services that
bring together the resources of families and the community to positively affect
student learning;
(2) demonstrates an ability to
use public information and research-based knowledge of issues and trends to
collaborate with community members and community organizations to have a
positive affect on student learning;
(3) applies an understanding
of community relations models, marketing strategies and processes, data driven
decision-making, and communication theory to craft frameworks for school, business,
community, government, and higher education partnerships;
(4) demonstrates an ability to
develop and implement a plan for nurturing relationships with community leaders
and reaching out to different business, religious, political, and service
organizations to strengthen programs and support district goals;
(5) demonstrates the ability
to involve community members, groups, and other stakeholders in district
decision-making, reflecting an understanding of strategies to capitalize on the
district’s integral role in the larger community;
(6) demonstrates the ability
to collaborate with community agencies to integrate health, social, and other
services in the schools to address student and family conditions that affect
learning;
(7) demonstrates the ability
to conduct community relations that reflects knowledge of effective media
relations and that models effective media relations practices;
(8)
facilitates and engages in activities that reflect an ability to inform
district decision-making by collecting and organizing formal and informal
information from multiple stakeholders;
(9) demonstrates the ability
to promote maximum involvement with, and visibility within the community;
(10) demonstrates the ability
to interact effectively with individuals and groups that reflect conflicting
perspectives;
(11) demonstrates the ability
to effectively and appropriately assess, research, and plan for diverse
district and community conditions and dynamics and capitalize on the diversity
of the community to improve district performance and student achievement;
(12) demonstrates the ability to advocate for
students with special and exceptional needs;
(13) demonstrates an
understanding of and ability to use community resources, including youth
services that enhance student achievement, to solve district problems and
accomplish district goals;
(14) demonstrates how to use
district resources to the community to solve issues of joint concern;
(15) demonstrates an
understanding of ways to use public resources and funds appropriately and
effectively to encourage communities to provide new resources to address
emerging student problems;
(16) understands the need for
schools to work with families to alter structural elements that maintain unjust
practices within the schools;
(17) facilitates for families
to receive all information regarding school, district and state educational
initiatives and decisions;
(18) ensures that parents are
provided an accurate account of the history of educational reform so that they
can become active participants in supporting or rejecting new policies.
G. Political leadership - The political
leader has the knowledge and ability to promote the success of all students
including students with disabilities and students who are culturally and
linguistically diverse through their understanding of the political, economic,
legal, and social climate that exists in school settings. The administrator:
(1) demonstrates the ability
to use appropriate research methods, theories, and
concepts to improve district operations;
(2) demonstrates an
understanding of the complex causes of poverty and other disadvantages and
their effects on families, communities, children, and learning;
(3) demonstrates an
understanding of the policies, laws, and regulations enacted by local, state,
and federal authorities affecting a specific district;
(4) explains the system for
financing public schools and its effects on the equitable distribution of
educational opportunities within a district;
(5) demonstrates the ability
to work with political leaders at the local, state, and national level;
(6) applies an understanding
of how specific laws at the local, state, and federal level affect school
districts and residents;
(7) espouses positions in
response to proposed policy changes that would benefit or harm districts and
explain how proposed policies and laws might improve educational and social
opportunities for specific communities;
(8) demonstrates the ability
to engage students, parents, members of the school board, and other community
members in advocating for adoption of improved policies and laws;
(9) applies understanding of
the larger political, social, economic, legal, and cultural context to develop
activities and policies that benefit their district and its students;
(10) demonstrates the ability
to communicate regularly with all segments of the district community concerning
trends, issues, and policies affecting the district;
(11) demonstrates the ability
to advocate for policies and programs that promote equitable learning
opportunities and success for all students including students with disabilities
and students who are culturally and linguistically diverse regardless of
socioeconomic background, ethnicity, gender, disability, or other individual
characteristics.
H. Legal and fiscal leadership - The
legal and fiscal leader promotes the success of all students including students
with disabilities and students who are culturally and linguistically diverse by
managing the organization, operations, and resources within a legally sound
framework to promote a safe, efficient, and effective learning environment. The
administrator:
(1) understands the state laws
governing the relationship of school boards and superintendents;
(2) applies knowledge of the
laws related to service providers;
(3) analyzes and applies
knowledge of the major U.S. legal landmark decisions and their effect on school
contexts;
(4) demonstrates the ability
to use research-based knowledge of learning, teaching, student development,
organizational development, and data management to optimize learning for all
students including students with disabilities and students who are culturally
and linguistically diverse;
(5) demonstrates effective
organization of fiscal, human, and material resources, giving priority to
student learning and safety, and demonstrating an understanding of district
budgeting processes and fiduciary responsibilities;
(6) demonstrates an ability to
manage time effectively and to deploy financial and human resources in a way
that promotes student achievement;
(7) demonstrates the ability
to involve stakeholders in aligning resources and priorities to maximize
ownership and accountability;
(8) uses appropriate and
effective needs assessment, research-based data, and group process skills to
build consensus, communicate, and resolve conflicts in order to align resources
with the district vision;
(9) develops staff
communication plans for integrating district’s schools and divisions;
(10) develops a plan to
promote and support community collaboration among district personnel;
(11) uses problem-solving
skills and knowledge of strategic, long-range, and operational planning (including
applications of technology) in the effective, legal, and equitable use of
fiscal, human, and material resource allocation that focuses on teaching and
learning;
(12) seeks new resources to
facilitate learning;
(13) applies an understanding of school
district finance structures and models to ensure that adequate financial
resources are allocated equitably for the district;
(14) applies and assess
current technologies for management, business procedures, and scheduling.
I. Personal and professional
leadership - The personal and professional leader promotes the success of all
students including students with disabilities and students who are culturally
and linguistically diverse by maintaining a process of continuous personal and
professional development. The administrator:
(1) keeps current with school
district guidelines, policies, and professional literature that enhance the
educational opportunities for all learners;
(2) nurtures and mentors the
development of other educators;
(3) participates in local,
state, and other professional learning opportunities;
(4) promotes leadership through
active involvement in professional organizations;
(5) models life-long learning.
[6-15-98; 6.62.2.10 NMAC - Rn, 6 NMAC 4.2.3.18.10 & A,
8-15-03]
History OF 6.62.2 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.78-13, Five Year Administrative
Certificate, filed September 6, 1978.
SBE Regulation No. 78-14, Ten Year Administrative
Certificate, filed September 6, 1978.
SBE Regulation 87-5 Amendment No. 1, Licensure in Educational
Administration, Grades K-12, filed December 4, 1990.
History of Repealed Material: [RESERVED]