Annual Evaluation/PDP Guidelines for Professional Development Plan
As outlined in Title 6, Chapter 69, Part 4: Performance Evaluation System Requirements for Teachers, "every public school teacher must have an annual performance evaluation based on an annual professional development plan... 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... No later than forty school days after the first of school of each school year, each teacher and his or her school principal shall establish a professional development plan for the teacher, with measurable objectives, for the coming school year based on, among other things: (1) the state board of education's nine teaching competencies and indicators for the teacher's licensure level; and (2) the previous year's annual evaluation, if applicable; and (3) assurance that the teacher is highly qualified in the core academic subject(s) the teacher teaches and that the district has appropriately assigned the teacher to teach in the subject(s) in which the teacher is highly qualified, as defined in this rule." (6.69.4.8.D and 6.69.4.10.B & C)
Each teacher and his or her school principal (or designee) shall establish an annual Professional Development Plan (PDP) for the teacher. The PDP must have measurable objectives based on the nine competencies and indicators and will target specific areas for teacher professional development. All professional development has one ultimate goal: to improve student learning.
The PDP should not be confused with a local school district's Professional Growth Plan (PGP), where deficiencies are identified and addressed. The local district should develop PGP guidelines in addition to PDP guidelines.
Guidelines for PDP Design and Evaluation
Within the first 40 days of the school year, the teacher and the school principal will establish a PDP.
- The plan must identify one or more measurable objectives.
- The measurable objectives must be based on the nine teacher competencies and indicators as determined by the teacher and the school principal. All nine competencies do not have to be addressed every year.
- The PDP may include multi-year measurable objectives and a plan to annually review the progress toward meeting measurable objectives.
The PDP should include measures for determining progress, at regular intervals, toward meeting the goals.
Once the teacher and the school principal have established the measurable objectives and goals, both parties should collaboratively develop a clearly written plan to include the following:
- Goals including competencies and indicators to be addressed;
- Action plan including resources, timelines, and measures;
- Observable results; and
- A written reflection of the PDP including an analysis of student achievement and learning growth.
Before the end of the school year, the teacher and the school principal will meet to assess how well the PDP was carried out and the extent to which measurable objectives were achieved. [Complete annual formative evaluation of PDP]
The results of the annual formative evaluation will be documented on summative evaluation. [Annually for Level I; every 3 years for Levels II and III]
The PDP process shall be differentiated for level of licensure to meet the varied needs of the teachers at each level.
1. Level I PDP Guidelines
The Level I license PDP process should have a structured focus on feedback and support regarding the teacher's performance on the nine teacher competencies during the first three years of the teacher's career. This focus should include the active involvement of a mentor teacher in the PDP process.
The Level I license PDP sources of information for developing the PDP may include, in addition to other sources: previous annual evaluation, classroom observation notes, student achievement data (multiple measures), instructional artifacts, school/district initiative(s), parent and/or student surveys, and teacher accomplishments.
The Level I License PDP goals should focus on performance areas associated with beginning teachers to include classroom based issues such as student diversity, motivation, and achievement; student developmental needs, such as relationships with peers, students, and parents; development of teacher's content area knowledge; and classroom management skills and techniques.
The Level I License PDP goals should focus on the teacher's efforts during the third year to develop a Professional Development Dossier (PDD) for advancement toward a Level II license.
2. Level II License PDP Guidelines
The Level II license PDP process may have multi-year objectives and have an option for a collaborative PDP with a colleague.
The Level II license PDP process may also address, after three years of experience as a Level II licensed teacher, the teacher's efforts to develop a Professional Development Dossier (PDD) for advancement to a Level III license.
The Level II license PDP sources of information for developing the PDP may include all sources listed in Level I and, in addition, other sources such as: curriculum documents (lesson plan/unit plans); professional development experiences such as conferences, seminars, workshops, and courses; and information pertaining to education/content area research, for example, professional journals, conference information, professional organizational newsletters, recent research, books, etc.
The Level II License PDP goals should address areas associated with more experienced teachers such as, among other goals, collection and application of longitudinal classroom data and/or action research to improve the learning of all students; progress towards completion of a formal academic program leading to an advanced degree; enriching or extending the curriculum; development of classroom or teaching materials; and enhancement of instructional strategies and student assessments.
3. Level III License PDP Guidelines
The Level III License PDP Process should empower the teacher's self-directed development of the PDP, allow for multi-year objectives, and have an option for a collaborative PDP with a colleague.
The Level III license PDP sources of information for developing the PDP may include all sources listed in Level I and Level II and should include self assessment information.
The Level III License PDP goals should focus on, among other things, demonstration of students' taking responsibility for their own learning; integration of multiple source data to inform teacher practice; taking leadership roles in the improvement of instruction at the local, state, or national levels; and conducting action research to improve learning of all students.
Printable Full Document - Guidelines, Charts & Forms:
Guidelines for New Mexico Annual Teacher Performance Evaluation
3rd Edition — May 2005 [MS Word: 34pp.]
Guidelines for New Mexico Annual Teacher Performance Evaluation
3rd Edition — May 2005 [PDF: 34pp.]