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ENMU High Performance Evaluation Plan

As required under 22-10A-19.2. Educator accountability report

The Educator Accountability Report shall include an evaluation plan that indicates high performance objectives. The plan shall include objectives and measures for increasing student achievement, teacher retention, increasing the percentage of highly qualified elementary and secondary teachers, teachers who pass the NMTA on the first attempt, increasing the pipeline for math and science teachers, and determining an effective funding formula to support these objectives. (SB211)

Objectives. Measures. Implementation. Impediments.

Objective #1: Increase student achievement for all students.

  • Measures: Based on analysis of NMPED developed student achievement assessment system linked to teacher performance.
  • Projected Implementation: Upon completion of NMPED linked data system aligning student achievement data to teacher performance to specific IHE program.
  • Possible Impediments to Implementation: Incomplete and/or inaccurate alignment of teachers with the IHE where their coursework was completed.

 

Objective #2: Increase teacher and administrator retention, particularly in the first three years of a teacher or administrator's career.

  • Measures: Based on analysis of NMPED baseline data on teacher and administrator retention from NMPED to determine strategy and measurement.
  • Projected Implementation: Upon receipt of baseline data received from NMPED. Upon completion of NMPED database capable of tracking teachers over time as they enter/exit school districts across NM/nation and accurately align this data with the IHE where teacher coursework was completed.
  • Possible Impediments to Implementation: Incomplete and/or inaccurate tracking of teacher movement and the alignment of those teachers with correct IHE.

 

Objective #3: Increase the percentage of students who pass the NM Teacher Assessments (NMTA) for initial licensure on the first attempt (includes teacher and administrator exams).

  • Measures: Analyze baseline data from 2009 Title II report forward. Develop strategies for any exam areas in which passing scores are below 80%. This has been best practice at ENMU. For instance, ENMU faculty did an analysis of ECE testing issues and identified specific strategies programs could implement to support a more successful pass rate on this exam. This information was shared and discussed at a state-wide early childhood faculty retreat in fall 2011.
  • Implementation: Current best practice at ENMU. First-time test-taker data includes test scores of individuals taking exams in areas in which they have not completed related coursework. First-time pass rates on the Basic Skills, Elementary Competency, Educational Administrator and most content exams reflect strong first-time pass rates.


Objective #4: Increasing the percentage of secondary school classes taught in core academic subject areas by teachers who demonstrate by means of rigorous content area assessment a high level of subject area mastery and a thorough knowledge of the state's academic content and performance standards.

  • Measures: Analyze statewide HQT percentages by district, subject area and school level.
  • Implementation: On-going as long as current HQT data is available.
  • Possible Impediments to Implementation: Change in federal or state definition of HQT

 

Objective #5: Increasing the percentage of elementary school classes taught by teachers who demonstrate by means of a high level of performance in core academic subject areas their mastery of the state academic content and performance standards.

  • Measures: Analyze statewide HQT percentages by district, subject area and school level.
  • Implementation: On-going as long as current HQT data is available.
  • Possible Impediments to Implementation: Change in federal or state definition of HQT

 

Objective #6: Increase the number of teachers trained in math, science, and technology.

  • Measures: Analyze data, projections and trends from Title II report and national groups.
  • Implementation: Yearly.
  • Possible Impediments to Implementation: Teacher education enrollment numbers continue to decline across the nation and New Mexico. Narrow focus exclusively on the value of education only as it relates to increasing student standardized test scores coupled with over-reliance on VAM as a teacher evaluation tool makes teaching as a profession an ever increasingly unattractive option. This coupled with the low pay scale for teachers in general, and New Mexico in particular, makes such a choice far less lucrative. Competition from national laboratories and tech companies (i.e. Intel) with higher salaries and more reasonable evaluation standards make it difficult to attract students trained in math, science and technology into the field of education.

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