Microsoft word - nm_teacher_competencies.doc

New Mexico Teacher Competencies for Licensure Levels I, II, and III
Assessment Criteria
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 teacher to address the learning needs of all New Mexico’s students, including those students who learn differently as a result of disability, culture, language, or socioeconomic status, forms the framework for the New Mexico Teacher Competencies for Licensure Levels I, II, and III-A Assessment Criteria Benchmarks. 1. The teacher accurately demonstrates knowledge of the content area and approved curriculum
Provisional Teacher - LEVEL I
Professional Teacher - LEVEL II
Master Teacher - LEVEL III
A. Utilizes and enhances approved curriculum. A. Enhances and extends approved curriculum. A. Contributes to the refinement and development of the approved curriculum. B. Gives clear explanations relating to lesson B. Gives clear explanations relating to lesson 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. C. Communicates accurately in the content area. C. Communicates accurately in the content area. C. Communicates accurately in the content area and can create multiple paths to the subject matter. D. Shows interrelatedness of one content area to D. Integrates other subjects into the content D. Can articulate to students the interrelatedness of 2. The teacher appropriately utilizes a variety of teaching methods and resources for each area taught.
Provisional Teacher - LEVEL I
Professional Teacher - LEVEL II
Master Teacher - LEVEL III
A. Provides opportunities for students to work A. Designs appropriate opportunities for large A. Designs and engages students in large group, independently, in small groups, and in large groups. group, small group, and independent student small group, and independent work activities. B. Selects from a variety of teaching methods B. Demonstrates effective selection and use of a demonstrations, lectures, student initiated work, (demonstrations, lectures, student projects, group variety of methods to make knowledge accessible to group work, questioning, and independent practice. work, independent practice) for specific C. Uses a variety of resources such as field trips, C. Integrates a variety of resources into instruction, C. Demonstrates effective integration of a variety of supplemental printed materials, manipulatives, and including field trips, supplemental printed materials, resources and learning experiences into the Assessment Criteria Benchmarks for New Mexico Teacher Competencies for Licensure Levels I, II, and III II. The teacher appropriately utilizes a variety of teaching methods and resources for each area taught (continued) D. Provides opportunities for students to apply, D. Demonstrates understanding and appropriate D. Designs opportunities for students to apply, practice, and demonstrate knowledge and skills application of learning styles, modalities, and practice, and demonstrate knowledge and skills based on knowledge of learning modalities, style preferences, and intelligences. E. Implements necessary modifications and E. Designs and implements necessary modifications E. Engages with colleagues and parents to adaptations in instruction and curriculum so that and adaptations in instruction and curriculum so that collaboratively design and implement necessary students with disabilities have access to the general students with disabilities have access to the general modifications and adaptations in instruction and education curriculum in the least restrictive education curriculum in the least restrictive curriculum so that students with disabilities have access to the general education curriculum in the least restrictive environment. 3. The teacher communicates with and obtains feedback from students in a manner that enhances student learning and understanding.
Provisional Teacher - LEVEL I
Professional Teacher - LEVEL II
Master Teacher - LEVEL III
A. Explains and/or demonstrates the relevance of A. Effectively explains, demonstrates or A. Engages students in explaining and/or communicates the relevance of topics and activities. demonstrating the relevance of topics and activities. B. Communicates to students the instructional B. Consistently communicates to students the B. Involves students in establishing instructional instructional intent, directions, and plans. C. Establishes and states expectations for student C. Establishes and states expectations for student C. Establishes and states expectations for student D. Clarifies actions, directions, and explanations D. Presents directions and explanations in a variety D. Presents directions and explanations in a variety of ways to insure student understanding. of ways to insure student understanding. E. Actively solicits communication from students E. Solicits communication from students about their E. Engages students in the analysis and evaluation learning for the purposes of ongoing instructional of their learning and adjusts instruction based on F. Communicates regularly with students about F. Communicates regularly with students about F. Communicates regularly with students about Assessment Criteria Benchmarks for New Mexico Teacher Competencies for Licensure Levels I, II, and III 4. The teacher comprehends the principles of student growth, development and learning, and applies them appropriately.
Provisional Teacher - LEVEL I
Professional Teacher - LEVEL II
Master Teacher - LEVEL III
A. Instructs students in the use of cognitive thinking A. Consistently integrates the use of cognitive A. Consistently integrates the use of cognitive skills such as critical thinking, problem-solving, thinking skills such as critical thinking, problem- thinking skills such as critical thinking, problem- divergent thinking, inquiry, and decision-making. solving, divergent thinking, inquiry, and decision- solving, divergent thinking, inquiry, and decision- B. Uses teaching techniques that address student B. Adapts teaching techniques to accommodate a B. Selects the most effective teaching techniques to range of student learning levels, rates, styles and address a variety of student learning levels, rates, styles and needs as well as diverse interests and backgrounds. C. Uses materials and media that address student C. Adapts materials and media to address a range of C. Selects the most effective materials and media to student learning levels, rates, styles and special address a variety of student learning levels, rates, D. Uses resources such as community service D. Selects from a variety of community service D. Integrates community resources, service agencies, school personnel, and parents to meet agencies, specialized school personnel, and parents agencies, other school personnel, parents, and student learning levels, rates and styles. to address different learning levels, rates, styles, and 5. The teacher effectively utilizes student assessment techniques and procedures.
Provisional Teacher - LEVEL I
Professional Teacher - LEVEL II
Master Teacher - LEVEL III
A. Uses a variety of assessment tools and strategies. A. Selects appropriate assessment tools and A. Designs and uses multiple methods of measuring strategies for specific learning outcomes. B. Uses formative and summative assessment for B. Integrates assessment data from multiple sources assessment for remediation and instructional into instructional planning and improvement. planning. C. Maintains documentation of student progress. C. Maintains documentation of student progress. C. Maintains documentation of student progress. D. Communicates student progress to students and D. Consistently maintains communication with D. Develops a two-way system of communicating students and families about student progress. with students and families about student progress. Assessment Criteria Benchmarks for New Mexico Teacher Competencies for Licensure Levels I, II, and III 6. The teacher manages the educational setting in a manner that promotes positive student behavior and a safe and healthy environment.
Provisional Teacher - LEVEL I
Professional Teacher - LEVEL II
Master Teacher - LEVEL III
A. Serves as a model for constructive behavior A. Identifies, explains, and models constructive A. Integrates the teaching of constructive, pro- social behaviors into regular instruction. B. Executes routine tasks effectively and B. Establishes and teaches effective and efficient B. Establishes and teaches effective and efficient C. Establishes and states expectations for student C. Establishes and reinforces expectations for C. Engages students in establishing expectations for student behaviors that promote citizenship in a building a learning community in the classroom. D. Maintains smoothness and momentum during D. Maintains smoothness and momentum during E. Has materials and media ready for student use. E. Prepares and arranges material in advance for E. Establishes an environment where materials and media are available and ready for student use. F. Minimizes distractions and interruptions. F. Minimizes distractions and interruptions. F. Minimizes distractions and interruptions. G. Manages student behavior effectively and G. Monitors and directs student behavior effectively G. Develops a classroom management system that promotes acceptable and appropriate student behavior. H. Identifies hazards, assesses risks, and takes H. Identifies hazards, assesses risks, and takes H. Identifies hazards, assesses risks and takes Assessment Criteria Benchmarks for New Mexico Teacher Competencies for Licensure Levels I, II, and III

7. The teacher recognizes student diversity and creates an atmosphere conducive to the promotion of positive student involvement and self-concept.

Provisional Teacher - LEVEL I
Professional Teacher - LEVEL II
Master Teacher - LEVEL III
A. Demonstrates sensitivity and responsiveness to A. Acknowledges and validates the ideas, learning A. Adjusts practice based on observation and the personal ideas, learning needs, interests, and needs, interests, and feelings of students with knowledge of students with disabilities and/or from feelings of students with disabilities and/or from disabilities and/or from culturally and linguistically culturally and linguistically diverse groups (e.g., culturally and linguistically diverse backgrounds diverse backgrounds (e.g., Native Americans, Native Americans, Hispanic Americans, African (e.g., Native Americans, Hispanic Americans, Hispanic Americans, African Americans, Asian Americans, Asian Americans, as well other recent African Americans, Asian Americans, as well as Americans, as well as other recent immigrant B. Consistently recognizes student performance and B. Creates curriculum designs that include student performance and acknowledgment of achievement. C. Acknowledges that every student can learn. C. Understands how students differ in their C. Demonstrates an awareness of the influences of approaches to learning and adjusts instruction to context, disability, language, and culture on student D. Provides opportunities for each student to D. Designs opportunities for each student to D. Provides accommodations and interventions that succeed and understands how students differ in their succeed, based on individual learning needs. allow each student to succeed based on individual approaches to learning based on diverse cultural and linguistic backgrounds and exceptionalities. E. Provides students with opportunities for active E. Designs specific activities that require active E. Engages students in learning experiences that promote creativity, critical and divergent thinking. F. Provides opportunities for students to be F. Designs opportunities that require and reinforce F. Designs opportunities that require and reinforce responsible for their behavior and learning. G. Promotes positive student/teacher relationships. G. Develops students’ self-esteem, motivation, G. Fosters the development of respect for individual, character, and sense of civic responsibility. cultural, linguistic, disability, and religious H. Encourages high student expectations. H. Establishes and communicates high expectations H. Engages students in setting high standards for I. Demonstrates an awareness and respect for each I. Demonstrates knowledge of different student I. Treats all students equitably, recognizing and student’s background, experience, learning ability, backgrounds, experiences, learning abilities, planning for individual differences in cultures, languages, and cultures and incorporates this languages, learning abilities, backgrounds, and Assessment Criteria Benchmarks for New Mexico Teacher Competencies for Licensure Levels I, II, and III 8. The teacher demonstrates a willingness to examine and implement change, as appropriate.
Provisional Teacher - LEVEL I
Professional Teacher - LEVEL II
Master Teacher - LEVEL III
A. Seeks out information on methodology, research A. Seeks out information on methodology, research A. Demonstrates the ability to reason, take multiple and current trends in education to enhance and and current trends in education to enhance and perspectives, be creative, and take reasoned risks to B. Implements a variety of strategies to enhance B. Demonstrates knowledge of best practices that B. Collaborates with colleagues in the research and design of improved instructional strategies C. Recognizes that change entails risk and C. Participates in instructional improvement and C. Assumes a leadership role in the study and implementation of instructional improvement and school reform initiatives. 9. The teacher works productively with colleagues, parents and community members.
Provisional Teacher - LEVEL I
Professional Teacher - LEVEL II
Master Teacher - LEVEL III
A. Actively promotes collegial relations with other A. Serves as a role model for collaborative working B. Communicates with parents on a regular basis. B. Provides a system for interactive communication B. Demonstrates knowledge of specific school, family, and community resources that can support student learning. C. Uses conflict resolution strategies when C. Uses conflict resolution strategies as appropriate. C. Assists colleagues in the use of conflict D. Involves parents and community in the learning D. Promotes active roles for parents and community D. Engages parents and community members E. Communicates in a professional manner with E. Communicates in a professional manner with E. Works collaboratively and creatively with
colleagues, parents, and community members colleagues, parents, and community members colleagues, parents, and community members

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