N.M. Code R. § 6.69.5.11 - NEW MEXICO LIBRARIAN-TEACHER COMPETENCIES AND INDICATORS FOR LICENSURE LEVELS I, II, III

Current through Register Vol. 33, No. 7, April 5, 2022

A. 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 librarian-teacher to address the learning needs of all of New Mexico's students, including those who learn differently as a result of disability, culture, language, or socioeconomic status, forms the framework for the New Mexico librarian-teacher competencies for licensure levels I, II, and III assessment criteria indicators.
B. With the adoption of this rule, the high objective statewide standard of evaluation for librarian-teachers shall include the following standards and indicators as part of the evaluation criteria for level I librarian-teachers.
(1) The librarian-teacher demonstrates knowledge of the library content area and established curriculum:
(a) utilizes and enhances established library curriculum;
(b) gives clear explanations relating to lesson content and procedure;
(c) communicates accurately in the library content area;
(d) articulates to students the interrelatedness of content areas.
(2) The librarian-teacher appropriately utilizes a variety of teaching methods:
(a) provides opportunities for students to work independently, in small groups and in large groups;
(b) uses a variety of teaching methods such as demonstrations, lecture, student-initiated work, group work, questioning, and independent practice;
(c) uses a variety of resources, such as print and non-print materials, manipulatives, on-line resources, and technology;
(d) provides opportunities for students to apply, practice, and demonstrate knowledge and skills;
(e) implements necessary modifications and adaptations in instruction and library curriculum so that students with disabilities have access in the least restrictive environment.
(3) The librarian-teacher communicates with and obtains feedback from students in a manner that enhances student learning and understanding:
(a) explains and/or demonstrates the relevance of topics and activities;
(b) communicates to students the instructional intent, directions or plan;
(c) establishes and states expectations for student performance
(d) clarifies actions, directions and explanations when students do not understand.
(4) The librarian-teacher effectively utilizes student assessment techniques and procedures:
(a) solicits communication from students about their learning;
(b) uses a variety of strategies in instructional planning using ongoing assessment;
(c) documents observations of student learning using tools such as anecdotal records, consultations with teachers and/or logs.
(5) The librarian-teacher comprehends the principles of student growth, development and learning, and applies them appropriately:
(a) instructs students in the use of cognitive thinking skills such as critical thinking, problem-solving, divergent thinking, inquiry, and decision-making;
(b) uses teaching techniques that address student learning levels, rates, styles, and special needs, as well as diverse interests and backgrounds;
(c) uses materials and media that address student learning levels, rates, styles, and special needs, as well as diverse interests and backgrounds.
(6) The librarian-teacher recognizes student diversity and creates an atmosphere conducive to the promotion of positive student involvement and self-concept:
(a) demonstrates sensitivity and responsiveness to the personal ideas, learning needs, interests, and feelings of students with disabilities, and/or from culturally and linguistically diverse backgrounds (e.g., Native Americans, Hispanic Americans, African Americans, Asian Americans, as well as other recent immigrant groups);
(b) understands how students differ in their approaches to learning and adjusts instruction to meet diverse needs;
(c) provides opportunities for each student to succeed;
(d) provides students with opportunities that promote creativity as well as critical and divergent thinking;
(e) provides opportunities for students to be responsible for their own behavior and learning;
(f) promotes positive student/teacher relationships;
(g) encourages high expectations for all students.
(7) The librarian-teacher models and promotes collaborative planning:
(a) participates in informal collaborative curriculum planning with the teaching staff;
(b) collaborates with teaching staff to identify student information needs;
(c) identifies potential areas of collaborative opportunities to design authentic learning tasks and informal assessments.
(8) The librarian-teacher organizes and manages the library in accordance with established written policies and procedures:
(a) organizes the library to meet patron needs;
(b) selects resources that support instructional priorities as well as recreational and informational needs of the patrons;
(c) applies collection development techniques including needs analysis, evaluation, selection, and deselection of resources.
(d) assesses collection annually based on currency, size and balance;
(e) maintains inventory of library resources;
(f) evaluates and adjusts library program and services;
(g) promotes effective use of the library and its services.
(9) The librarian-teacher manages the educational setting in a manner that promotes positive student behavior, and a safe and healthy environment:
(a) serves as a model for constructive behavior patterns;
(b) establishes and states expectations for student behavior in the library;
(c) makes transitions in instruction effectively;
(d) prepares and arranges instructional material in advance for easy student accessibility;
(e) implements a classroom management system that promotes acceptable and appropriate student behavior;
(f) identifies hazards, assesses risks, and takes appropriate action.
(10) The librarian-teacher demonstrates a willingness to examine and implement change, as appropriate:
(a) seeks professional development opportunities to identify relevant strategies in education and librarianship to improve the quality of learning;
(b) participates in instructional improvement and school reform initiatives.
(11) The librarian-teacher works productivity with colleagues, parents, and community members:
(a) actively promotes collegial relations with other school personnel;
(b) invites parents and community to the library;
(c) communicates in a professional manner with colleagues, parents, and community members.
C. With the adoption of this rule, the high objective standard of evaluation shall include the following standards and indicators as part of the evaluation criteria for level II librarian-teachers.
(1) The librarian-teacher demonstrates knowledge of the library content area and established curriculum.
(a) enhances and extends established library curriculum;
(b) gives clear explanations relating to lesson content and procedure;
(c) communicates accurately in the library content area;
(d) demonstrates the interrelatedness of content areas.
(2) The librarian-teacher appropriately utilizes a variety of teaching methods:
(a) designs appropriate opportunities for students to work independently, in small groups and in large groups;
(b) selects from a variety of teaching methods such as demonstrations, lecture, student-initiated work, group work, questioning, and independent practice for specific instructional goals and purposes;
(c) integrates into instruction a variety of resources such as print and non-print materials, manipulatives, on-line resources, and technology;
(d) demonstrates understanding and appropriate application of learning styles, modalities, and intelligence theories;
(e) designs and implements necessary modifications and adaptations in instruction and library curriculum so that students with disabilities have access in the least restrictive environment.
(3) The librarian-teacher communicates with and obtains feedback from students in a manner that enhances student learning and understanding:
(a) explains, demonstrates, or communicates the relevance of topics and activities;
(b) consistently communicates to students the instructional intent, directions or plan;
(c) establishes and states expectations for student performance;
(d) presents directions and explanations in a variety of ways to ensure student understanding.
(4) The librarian-teacher effectively utilizes student assessment techniques and procedures:
(a) communicates with students about their learning;
(b) selects appropriate strategies for specific learning outcomes and adjusts instruction using ongoing assessment;
(c) documents observations of student learning using tools such as anecdotal records, consultations with teachers and/or logs.
(5) The librarian-teacher comprehends the principles of student growth, development and learning, and applies them appropriately:
(a) integrates into instruction cognitive thinking skills such as critical thinking, problem-solving, divergent thinking, inquiry, and decision-making;
(b) adapts teaching techniques that address student learning levels, rates, styles and special needs, as well as diverse interests and backgrounds;
(c) adapts materials and media that address student learning levels, rates, styles and special needs, as well as diverse interests and backgrounds.
(6) The librarian-teacher recognizes student diversity and creates an atmosphere conducive to the promotion of positive student involvement and self-concept:
(a) acknowledges and validates the ideas, learning needs, interests, and feelings of students with disabilities, and/or from culturally and linguistically diverse backgrounds (e.g., Native Americans, Hispanic Americans, African Americans, Asian Americans, as well as other recent immigrant groups);
(b) demonstrates an awareness of the influences of context, disability, language and culture on students learning;
(c) designs opportunities for each student to succeed based on individual learning needs;
(d) designs learning experiences that promote creativity as well as critical and divergent thinking;
(e) designs opportunities that require and reinforce student responsibility for their own behavior and learning;
(f) develops students' self-esteem, motivation, character, and sense of civic responsibility;
(g) establishes and communicates high expectations for all students.
(7) The librarian-teacher models and promotes collaborative planning:
(a) participates in informal or formal collaborative curriculum planning with teaching staff;
(b) collaborates with teaching staff to identify student information needs;
(c) promotes collaborative opportunities to design authentic learning tasks and informal assessments.
(8) The librarian-teacher organizes and manages the library in accordance with established written policies and procedures:
(a) adjusts the organization of the library according to observation of patron needs;
(b) solicits patron input to select resources that support instructional priorities as well as recreational and informational needs of patrons;
(c) applies collection development techniques including needs analysis, evaluation, selection and deselection of resources;
(d) assesses the collection annually based on currency, size and balance and develops a collection development plan;
(e) conducts regular periodic inventories and analyzes inventory reports;
(f) seeks input from learning community on perceived needs for library improvement and adjusts library program and services accordingly;
(g) develops library awareness through promotional materials.
(9) The librarian-teacher manages the educational setting in a manner that promotes positive student behavior, and a safe and healthy environment:
(a) identifies, explains and models constructive behavior patterns;
(b) establishes and reinforces expectations for student behavior in the library;
(c) makes transitions in instruction effectively;
(d) prepares and arranges instructional material in advance for easy student accessibility;
(e) implements a classroom management system that promotes acceptable and appropriate student behavior;
(f) identifies hazards, assesses risks, and takes appropriate action.
(10) The librarian-teacher demonstrates a willingness to examine and implement change, as appropriate:
(a) uses professional development opportunities to identify relevant strategies in education and librarianship to improve the quality of learning;
(b) contributes to instructional improvement and school reform initiatives.
(11) The librarian-teacher works productivity with colleagues, parents, and community members:
(a) collaborates with colleagues;
(b) promotes active roles for parents and community members in the library;
(c) provides a system for interactive communication in a professional manner with colleagues, parents, and community members.
D. With the adoption of this rule, the high objective standard of evaluation shall include the following standards and indicators as part of the evaluation criteria for level III librarian-teachers.
(1) The librarian-teacher demonstrates knowledge of the library content area and established curriculum.
(a) contributes to the refinement and development of the library curriculum;
(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 library content area and creates multiple paths to the subject matter;
(d) integrates other content areas and the library curriculum.
(2) The librarian-teacher appropriately utilizes a variety of teaching methods:
(a) engages students in activities designed for small groups, large groups, and independent work;
(b) demonstrates effective selection and use of a variety of teaching methods to make information accessible to all students;
(c) demonstrates effective integration of a variety of resources into instruction, such as print and non-print materials, manipulatives, on-line resources, and technology;
(d) designs opportunities for students to apply, practice, and demonstrate knowledge and skills based on learning modalities, style preferences and intelligences;
(e) engages with colleagues to implement necessary modifications and adaptations in instruction and library curriculum so that students with disabilities have access in the least restrictive environment.
(3) The librarian-teacher communicates with and obtains feedback from students in a manner that enhances student learning and understanding:
(a) engages students in explaining or demonstrating the relevance of topics and activities;
(b) engages students in instructional directions and plans using techniques such as query, survey, or instructional choice;
(c) establishes and states expectations for student performance;
(d) presents directions and explanations in a variety of ways to ensure student understanding.
(4) The librarian-teacher effectively utilizes student assessment techniques and procedures:
(a) involves students in the analysis and evaluation of their learning;
(b) designs appropriate strategies for specific learning outcomes and adjusts instruction using ongoing assessment;
(c) documents observations of student learning using tools such as anecdotal records, consultations with teachers and/or logs.
(5) The librarian-teacher comprehends the principles of student growth, development and learning, and applies them appropriately:
(a) consistently integrates into instruction cognitive thinking skills such as critical thinking, problem-solving, divergent thinking, inquiry, and decision-making;
(b) integrates into instruction the most effective techniques that address student learning levels, rates, styles and special needs, as well as diverse interests and backgrounds;
(c) integrates into instruction materials and media that address student learning levels, rates, styles and special needs, as well as diverse interests and backgrounds.
(6) The librarian-teacher recognizes student diversity and creates an atmosphere conducive to the promotion of positive student involvement and self-concept:
(a) acknowledges and integrates the ideas, learning needs, interests, and feelings of students with disabilities, and/or from culturally and linguistically diverse backgrounds (e.g., Native Americans, Hispanic Americans, African Americans, Asian Americans, as well as other recent immigrant groups);
(b) creates an environment that encourages the awareness of the influences of context, disability, language, and culture on student learning;
(c) provides accommodations and interventions that allow each student to succeed based on individual learning needs;
(d) engages students in learning experiences that promote creativity as well as critical and divergent thinking;
(e) designs opportunities that require and reinforce student responsibility for their behavior and learning;
(f) fosters the development of respect for individual, cultural, linguistic, ability, and religious differences;
(g) assists students in setting high standards for their performance.
(7) The librarian-teacher models and promotes collaborative planning:
(a) participates in formal collaborative curriculum planning with the teaching staff;
(b) collaborates with the teaching staff to identify student information needs;
(c) collaborates in designing authentic learning tasks and informal assessments.
(8) The librarian-teacher organizes and manages the library in accordance with established written policies and procedures:
(a) plans for long-range improvements of library organization based on evaluation of patron needs, using indicators such as usage patterns, traffic flow and circulation;
(b) forms and leads library advisory committee to assist in the selection of resources that support instructional priorities as well as recreational and informational needs of patrons;
(c) applies collection development techniques including needs analysis, evaluation, selection and deselection of resources;
(d) assesses the collection annually based on currency, size and balance and develops a long-range collection development plan;
(e) uses analysis of inventory reports as a component of collection development;
(f) responds effectively to learning community needs for library program and services;
(g) analyzes and revises promotional materials for effectiveness and currency.
(9) The librarian-teacher manages the educational setting in a manner that promotes positive student behavior, and a safe and healthy environment:
(a) integrates the teaching of constructive, pro-social behaviors into regular instruction;
(b) engages students in establishing expectations for building a learning community in the library;
(c) makes transitions in instruction effectively;
(d) prepares and arranges instructional material in advance for easy student accessibility;
(e) implements a classroom management system that promotes acceptable and appropriate student behavior;
(f) identifies hazards, assesses risks, and takes appropriate action.
(10) The librarian-teacher demonstrates a willingness to examine and implement change, as appropriate:
(a) contributes to the professional community by sharing relevant strategies in education and librarianship;
(b) assumes a leadership role in the study and implementation of instructional improvement and school reform initiatives.
(11) The librarian-teacher works productivity with colleagues, parents, and community members:
(a) serves as a role model for collaborative working relations across the profession;
(b) promotes active roles for parents and community members in the library;
(c) provides a system for interactive communication in a professional manner with colleagues, parents, and community members.
E. A school district may select and/or develop additional standards and indicators determined appropriate by the local school district to complete the local librarian-teacher performance evaluation system.
F. Each school district shall provide training in evaluation of performance, program observation techniques, conference skills, and growth planning to all librarian-teacher and personnel assigned performance evaluation duties.
G. Librarian-teacher whose leadership roles are primarily outside of the library will be evaluated on their ability to lead other librarian-teachers in meeting the competencies and indicators in their level of licensure.

Notes

N.M. Code R. § 6.69.5.11
6.69.5.11 NMAC - N, 10/17/05

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