Guidelines for Performance Evaluation

Each district shall submit a teacher evaluation plan that meets the state's requirements of a Highly Objective Uniform Statewide Standard of Evaluation (HOUSSE). The purpose of this guide is to provide assistance to all parties involved in the implementation of New Mexico's Teacher Performance Evaluation System requirements. The guide encourages flexibility in choosing among a variety of approaches to data collection, rather than identifying a single prescribed approach to implementing a district's evaluation plan.

There are many purposes for evaluation. Among them:

To assist in identifying and building upon teacher strengths.
To serve as the basis for the improvement of instruction.
To develop remediation goals.
To enhance the implementation of programs of curriculum.
To plan meaningful professional development.
To address accountability and teacher quality.
To support fair, valid and legal decisions for rehire, promotion decisions or termination.

Evaluation for different purposes requires different procedures. The 3-Tier Licensure and Performance Evaluation System emphasizes teacher growth through differentiated teaching indicators that are reflective of the competency levels of teachers and the creation of individual Professional Development Plans.

Each of the three levels of licensure has nine (9) common competencies with differentiation occurring through license level-specific indicators. The performance evaluation system will indicate a teacher's proficiency in these license level-specific indicators and competencies. The nine common competencies are:

The teacher accurately demonstrates knowledge of the content area and approved curriculum;
The teacher appropriately utilizes a variety of teaching methods and resources for each area taught
The teacher communicates with and obtains feedback from students in a manner that enhances student learning and understanding
The teacher comprehends the principles of student growth, development and learning, and applies them appropriately
The teacher effectively utilizes student assessment techniques and procedures
The teacher manages the educational setting in a manner that promotes positive student behavior, and a safe and healthy environment
The teacher recognizes student diversity and creates an atmosphere conducive to the promotion of positive student involvement and self-concept
The teacher demonstrates a willingness to examine and implement change as appropriate
The teacher works productively with colleagues, parents, and community members

Required Common Performance Evaluation Components

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. The school principal shall observe each teacher's classroom practice at least once annually to determine the teacher's ability to demonstrate state adopted competencies and indicators for each teacher's licensure level" (6.69.4.8.D and 6.69.4.10.C & D).

1. Training for Teachers and Administrators

Training must assure that all participants at the school level understand the purpose of and criteria for performance evaluation through an annual Evaluation Orientation. The Orientation must address the Teacher Competencies and Indicators for each level of licensure, and the role of the Professional Development Plan in the Performance Evaluation System. The Orientation must also include an overview of the process whereby observations will be made and performance data collected, the forms to be used, and the timeline for completion.

Administrator training is imperative to ensure the state has a High Objective Uniform System of Evaluation. According to regulation (6.69.4.10.H), " at least every two years, school principals shall attend a training program approved by the department to improve their teacher evaluation skills."

2. Creation of Professional Development Plan

Regulation requires that the teacher and the school principal create the Professional Development Plan (PDP) no later than forty (40) days after the first day of each school year. The Plan must have measurable objectives, and must be based on, among other things:

The nine teacher competencies and indicators for the teacher's licensure level
The previous year's annual evaluation (if applicable)
Assurance that the teacher is highly qualified in the core academic subjects the teacher teaches.

(6.69.4.10.B.1-3)

See Guidelines for Professional Development Plan.

3. A System for Data Collection and Feedback

Classroom Observations

Regulation requires that the principal "observe each teacher's classroom practice at least once annually to determine the teacher's ability to demonstrate state adopted competencies/indicators for each teacher's licensure level" (6.69.4.10.D).

Besides observations, additional forms of data will assure a valid assessment of each employee's ability to demonstrate the competencies. The following list provides a variety of options for collecting data.

Options for Additional Data Collection

Review of videotape
Written documentation of activities
Locally developed survey of staff, students, and/or parents
Review of student work and performance
Review of the teacher's contribution to the school's vision, mission, and outcomes
Portfolios
Information gained through peer observation and/or peer coaching
Anecdotal records
Reflective journals
Self-evaluations
Instructional artifacts
Other formats

Feedback

Feedback is necessary for evaluation to be fair and professional. It is necessary for the improvement of instruction through the identification of teacher strengths and needs for improvement.

District Evaluation Plans must include guidelines for providing timely feedback on a regular basis.

4. Evaluation of Level I Teachers

Evaluations will be completed annually, and will include:

Reflection on Annual Professional Development Plan (PDP) progress toward accomplishing PDP goals and objectives
Documentation of annual observation of classroom practice
Completion of the Summative Evaluation based on Level I Competencies/Indicators

5. Progressive Documentation and Evaluation of Level II and III Teachers

Progressive documentation of a teacher's performance and professional development plan is a continuous process by which data are collected and analyzed annually to improve teacher quality. Progressive documentation is a process of ongoing formative evaluation over a three-year period. It includes a running record of authentic information about a teacher's performance in the areas of instruction (Strand A), student learning (Strand B), and professional learning (Strand C).

Progressive documentation includes:

Reflection on Annual Professional Development Plan (PDP ) progress toward accomplishing PDP goals and objectives
Documentation of annual observation of classroom practice
Other formative performance data
Completion of the Summative Evaluation only at the end of the third year based on appropriate Level II or Level III Competencies/Indicators

Unless teacher performance indicates otherwise, a Summative Performance Evaluation will be completed for Level II and III teachers only at the end of each three-year period.

6. Evaluation Competencies and Indicators

See Assessment Guidelines for Teacher Competencies & Indicators.

Performance Evaluation Guidelines