2017 General Teacher Prep Programs Policy
The state should require instructional effectiveness to be the determinative criterion of any teacher evaluation. The bar for this goal was raised in 2017.
Impact of Student Growth: New Mexico requires student growth to count for 35 percent of a teacher's overall evaluation rating, for teachers with one to three years of student achievement data.
New Mexico does not require that teachers meet their student growth goals or be rated at least effective for the student growth portion of their evaluation to earn an overall rating of effective. Teachers of tested grades and subjects who have one to two years of student growth data may be rated highly effective even if they earn zero points for student growth, as long as they earn high ratings on the remaining evaluation criteria. Such teachers could be rated exemplary if they earn only half of the allotted points for student growth and score high on the other criteria.
Teachers of tested grades and subjects with three years of student growth data may be rated effective if they earn only 19 points out of a total of 100 available points for student growth, as long as they earn high ratings on the remaining evaluation criteria. Such teachers could be rated highly effective if they earn only 46 points out of a total of 100 available points for student growth, as long as they score high on the remaining criteria.
State's Role in Evaluation System: New Mexico's districts develop teacher evaluation systems based on a framework and must submit that system to the state for approval.
Press release from the governor, dated 4/2/17: http://www.governor.state.nm.us/uploads/PressRelease/191a415014634aa89604e0b4790e4768/Governor_Susana_Martinez_Announces_Teacher_Evaluation_Changes.pdf 6.69.8 NMAC Understanding Your Summative Evaluation Report: http://ped.state.nm.us/ped/NMTeach_Toolbox.html http://ped.state.nm.us/ped/NMTeachDocs/2017/FAQs2016-17NMTEACHSummativeReport.pdf
Require instructional effectiveness to be a determinative criterion of any teacher evaluation.
Although New Mexico requires that objective evidence of student growth be included in a substantial way in a teacher's evaluation rating, it does not play a profound role in a teacher's overall evaluation rating. New Mexico should ensure that a teacher is not able to earn an overall rating of effective if he or she is rated less-than-effective at increasing student growth.
New Mexico provided that its evaluation system has been recognized as one of the few examples of differentiating the effectiveness of teachers, with approximately 71 percent of teachers receiving an effective rating or better. This compares to more than 95 percent nationally.
New Mexico also noted that principals are evaluated on the quality in which they conduct observations of their teachers. This has led to better correlations between observation data and student achievement data.
7A: Measures of Student Growth
Many factors should be considered in formally evaluating a teacher; however, nothing is more important than effectiveness in the classroom. Value-added models are an important tool for measuring student achievement and school effectiveness. These models have the ability to measure individual students' learning gains, controlling for students' previous knowledge and background characteristics. While some research suggests value-added models are subject to bias and statistical limitations, rich data and strong controls can eliminate error and bias. In the area of teacher quality, examining student growth offers a fairer and potentially more meaningful way to evaluate a teacher's effectiveness than other methods schools use.
Unfortunately, districts have used many evaluation instruments, including some mandated by states, which are structured so that teachers can earn a satisfactory rating without any evidence that they are sufficiently advancing student learning in the classroom. Teacher evaluation instruments should include factors that combine both human judgment and objective measures of student learning.