2017 General Teacher Prep Programs Policy
The state should require effective induction for all new teachers, with special emphasis on teachers in high-need schools. This goal was reorganized and not graded in 2017.
Mentoring for New Teachers: New Mexico requires that all new teachers receive mentoring, including those with an alternative license. The state mandates that all new teachers participate in a mentoring program that lasts from one to three years. A regular review and evaluation process to assess the program's effectiveness is also mandatory.
Mentor Selection Criteria: New Mexico does not address this in state policy.
New Mexico Administrative Code 6.60.10 http://22.214.171.124/nmac/parts/title06/06.060.0010.htm
Set more specific parameters.
While still leaving districts with flexibility, New Mexico should articulate minimum guidelines for a high-quality induction experience. The state should set a timeline by which mentors are assigned to new teachers, ideally soon after the commencing of teaching, to offer support during those critical first weeks of school. The state should also set guidelines for the frequency and amount of time mentors and new teachers should meet.
Select high-quality mentors.
New Mexico should articulate minimum guidelines for the selection of high-quality mentors. It is particularly important that the mentors themselves are effective teachers. Teachers without evidence of effectiveness should not be eligible to serve as mentors.
New Mexico recognized the factual accuracy of this analysis. The state added that the New Mexico Public Education Department (NMPED) is currently working with educator preparation providers to develop data exchanges that empower programs and local education agencies to have timely performance information with respect to selection of mentors and the matching of pre-service and novice teachers.
Not applicable. This goal was not scored in 2017.
Too many new teachers are left to "sink or swim" when they begin teaching, leaving most new teachers overwhelmed and under-supported at the outset of their teaching careers. Although differences in preparation programs and routes to the classroom do affect readiness, even teachers from the most rigorous programs need support once they take on the myriad responsibilities of their own classroom. A survival-of-the-fittest mentality prevails in many schools; figuring out how to successfully negotiate unfamiliar curricula, discipline and management issues, and labyrinthine school and district procedures is considered a rite of passage. However, new teacher frustrations are not limited to low performers. Many talented new teachers become disillusioned early by the lack of support they receive, and, particularly in our most high-needs schools, it is often the most talented teachers who start to explore other career options.
Vague requirements simply to provide mentoring are insufficient. Although many states recognize the need to provide mentoring to new teachers, state policies merely indicating that mentoring should occur will not ensure that districts provide new teachers with quality mentoring experiences. While allowing flexibility for districts to develop and implement programs in line with local priorities and resources, states also should articulate the minimum requirements for these programs in terms of the frequency and duration of mentoring and the qualifications of those serving as mentors.