Tag: Teacher Voice

Your 2018 New Mexico Teacher of the Year, Ivonne Orozco

Your 2018 New Mexico Teacher of the Year, Ivonne Orozco

From The 2018 New Mexico Teacher of the Year: The Year of Educators’ Voices Rising

As your 2018 New Mexico Teacher of the Year, I am honored to be one of your teacher-leader voices. The diversity amongst us in New Mexico is an asset. My family immigrated here from Mexico when I was 12-years-old. I was an English language learner in middle school and later took honors courses in high school, I ran cross country and track, and I graduated in the top 10% of my class. I am a proud UNM graduate. Go Lobos! But I did not get here alone: I had teachers and family that set core foundations along my journey that contributed to my success. These included: high expectations, staying the course, building a strong voice, and valuing teachers and education.

Every day in my classroom, I keep in mind that all students can be successful no matter where they traveled from to get here in the morning, or how much money their parents have, or how much they still have to learn. I keep my expectations high. It’s unclear why there’s still a misconception out there that students facing challenges at home can’t succeed at school. That is false. Lowering standards for any of our kids is a disservice. They deserve high-quality standards, options, and teachers. My mission for my students at Public Academy for Performing Arts (PAPA) in Albuquerque is to make sure they achieve high academic standards while pursuing artistic excellence.

Staying the course is critical to long-term success in life and in our public education system. As a young teacher, I have witnessed the distress caused by constantly changing systems. Every few years things change with exams, evaluations, and leadership just as we start to adjust. I won’t be complacent when provided the opportunity to sit at the table with policymakers on this issue. I do not have all the answers, but I know that teachers in our state,

who work hard and are passionate about their students, do have collective answers. In my role representing the state’s teachers, I will be a conduit of teacher voices in those conversations.

One way I have decided to take a stance on my beliefs is by using my voice. For far too long, teachers’ voices have not been properly represented. But in recent years, the New Mexico Public Education Department has created opportunities with a Teacher-Leader Network which includes the School Liaison Program, the NM Dream Team, and the Secretary’s Teacher Advisory. I have taken part in these programs and they are creating a network for passionate teachers to advance student learning, learn more about policy, and express concerns. We are leading the nation with this work and we must sustain it.

We must also focus on recruiting the next generation of teachers. Many teachers work within 20 miles of where they attended high school, which means tomorrow’s teachers are sitting right in front of us today. We must show our students the rewards and gratification of being a teacher. Many of my students see themselves in me and I take that very seriously as I continue to be an advocate for my profession and for them. They deserve hope.

As a Dreamer, I know how important it is to know that someone is fighting in your corner. I will continue to stand up for my community and future generations in the fight for a permanent solution for DACA recipients. I want to thank Secretary Christopher Ruszkowski and the PED for giving me this role and platform and for recognizing my work in cultivating student achievement growth.

I hope I am a reflection of the beautiful diversity of our state. I hope that students and teachers can see themselves in me. I have and will continue to give you my all for the remainder of 2018, demonstrating that educator voices like mine are truly on the rise in New Mexico. I will see you throughout 2018!

New Mexico Teacher Spotlight-John McElhinney

New Mexico Teacher Spotlight-John McElhinney

The most meaningful part of teaching is setting high expectations for my students while encouraging and inspiring them to set goals for themselves as they grow from being a unique participant  in a community of learners into an active contributor in our society.

John McElhinney was born and raised in New Jersey. After graduating from high school in 1987, he joined the United State Marine Corps. He spent the majority of his service in Irving, California,(Marine Aviation Logistic Squadron). 

After the Marines, John moved back to the East Coast and matriculated at the University of Delaware. At Delaware, John majored in history, and also took anthropology and archeology courses. It was during one of these courses, that he became interested in the culture and people of New Mexico. He spent two weeks in New Mexico camping and hiking in the summer of 94. But it would be another thirteen years before he returned to visit his sister in Albuquerque, and six more until it became his permanent home.

After graduating from Delaware in 1995, John worked for two corporations, but did not feel fulfilled from his work. In the summer of 1997, John started his master’s degree in education at Monmouth University, and quickly realized this was his passion. It was at this time John combined another passion of his with teaching. Traveling! John completed his student teaching in Nacka, Sweden, and thus began years teaching abroad in such places as Italy, Korea, Mexico, and Nicaragua.

 Since returning to the United States in 2013, he spent one year teaching in Albuquerque, and is currently completing his third year teaching in Raton, New Mexico, as a third grade teacher.

 Utilizing his many experiences abroad and lessons learned from his parents, John also brings compassion, energy, enthusiasm, and the desire to be  a lifelong learner to the classroom.

 

Preparing “Day-One Ready” Teachers

Preparing “Day-One Ready” Teachers

Preparing “Day-One Ready” Teachers

By Elizabeth Long, English Language Arts Teacher, Gallup Middle School

Teacher quality is fundamental to improving public education.  If not one of the most important factors to school success, then what is?  There is a lot of talk about how to improve schools—and improving instruction should be at the top of the list.

And the effect of quality teachers is greatest among students with the most educational disadvantages (Goldhaber, 2016, p. 58). It is no secret that quality teachers matter and can change the course of our students’ lives. Still, for far too many teachers, those that can change lives, leave the profession after just a first few years of teaching.

I wanted to be a teacher since I was in first grade, and while that may sound cliché’, it often takes an entire lifetime to prepare a person to be an effective teacher. Even the best teacher prep programs cannot adequately prepare a teacher for everything that they will experience in the classroom. Still, teachers need to come to the classroom “Day One Ready”, and that goes beyond just knowing how to lesson plan or memorize learning theories.

Teacher preparation programs have a solemn responsibility to produce quality teachers.

After my first year of teaching, I was ready to give up on the dream I had since I was a little girl. It was devastating. I was not adequately prepared for my first year of teaching, and while I am sure many factors can be taken into account when it comes to my lack of preparedness that first year in the classroom, I was not prepared well through my college teacher prep program.

Luckily, I chose to stay in the classroom and use resources within my school to push myself to my full potential (I earned an Exemplary rating this year as a teacher in Gallup, New Mexico). Unfortunately, not every teacher has access to the resources I had or the resolve to keep pushing internally.  And that is how we lose potentially life-changing teachers.

However, if teacher preparation programs dramatically improve in New Mexico, then the quality of teaching, and thus education, across the state will improve.

The purpose of my writing this is not to demonize or condemn any specific college or university. As a teacher, I believe a large part of learning is in our own hands.  We must accept personal responsibility for our craft, and for our students’ learning.  In fact, the summer after my first (rough) year of teaching, I went back to the basics. I ordered Harry Wong’s classic books about classroom management, and I read his words as if they were scripture.

One may ask, didn’t I do the same in my teacher prep program? The answer is sort of, yes – I read many of the famous teaching texts and theories, but what was often missing was the application of those theories. Without a classroom of my own, or a classroom to visualize myself in it was hard to imagine how to put these theories into action. For example, I took a special education course about foundational theories, but I never actually learned what special education would look like in a real school or a real classroom. What I was learning in my classes were the idealistic theories for teaching, and when it was time for my student teaching experience it seemed as though what I had learned had no basis in reality.

The best classes I had were with teachers who were passionate about the teaching practice and not completely disconnected from the classroom experience itself. It is not that I did not have some great courses or professors along the way, but the problem is often cohesion and consistency, and my classes were, to be honest, hit or miss.

I was also shocked by how inadequately I was prepared for the student diversity I would experience. Many universities give a “cookie-cutter” view on teaching English Language Learners (ELLs) and culturally relevant teaching. There was no connection to New Mexico and our students. According to Gist, “If teachers have limited knowledge of students’ cultural and linguistic backgrounds, this can severely reduce the teacher’s ability to draw upon a student’s cultural and linguistic strengths and foster resilient student identities of achievement”. New Mexico and our students have unique needs, and these must be addressed in teacher prep programs, and we need to address diversity while never lowering he bar for any student, regardless of background.

Another frustrating experience is that I often felt like I was given misleading information about licensure, advisement, and what steps I needed to take to ensure I received my licensure after graduation with the proper credentials. Any preparation program requires quality advisement, and teachers need advisors who know their state’s expectations on testing and certification.

I have mentored many teachers over the years, and I have seen many come and go. I would say that, in my experience, teacher preparation program experiences directly correlate with whether teachers stay in the profession or quit after their first year.  As we all know, there are some tough issues in education today, and teaching is not a laid-back job in any way.

Still, if teachers come into the classroom “Day One Ready”, their entire outlook on teaching may change…but what does “Day One Ready” even mean?

“Day One Ready” means that a teacher is not surprised, but prepared for what they walk into that first day in the classroom. It is not about creating perfect teachers, but rather, teachers that will be prepared for the highlights and challenges of teaching our students, with proper support along the way. “Day One Ready” teachers are confident that the experiences in their teacher preparation program will realistically align with their true classroom experience. While nothing may prepare teachers for everything they will experience, quality programs prepare them to be more ready than I was.

Let us help prepare teachers realistically in high quality teacher preparation programs, which means that these programs should be held accountable, should increase their student teaching experiences, and should align their programs much more closely with state and district expectations. Then, we can help teachers reach their full potential and truly change the lives of students across the State. We know that, more than anything, teacher quality correlates with student success. So certainly teacher preparation is the foundation of that idea.

I am thankful I decided to keep teaching. Even with the most professionally challenging experiences, it is one of the most rewarding jobs in the world.  And I have my students’ academic growth and their changed life trajectories to show for it!

However, if I could have been better trained and prepared to be more successful on Day One, then it should have happened. No excuses.

New Mexico Teacher Spotlight: Arcelia Guillermo-Rios

New Mexico Teacher Spotlight: Arcelia Guillermo-Rios

The most meaningful part of teaching is having my students become self advocates; measuring success in my classroom is more than numbers.  Success needs to be seen, heard, and felt.  Seeing my students taking initiatives in their learning represents them taking ownership, responsibility, and the drive to aim high!

My name is Arcelia Elizabeth Guillermo-Rios, born in El Paso, Texas, from a hard working single-mother family. Due to several life difficulties, our family encountered many struggles.  School and innovative teachers became beacons of stability, encouragement, and reassurance.  These experiences developed into a persistent and positive impact in my life and generated my interest in becoming a teacher.

I graduated from New Mexico State University with Bachelors in Education and Masters in Curriculum and Instruction with endorsements in Bilingual Education. For twenty years I have taught a variety of grade levels, currently I teach 5th grade Self Contained Dual Language at Desert Trail Elementary.  As a bilingual teacher I strive to promote high academic standards integrating bilingualism, bi-literacy, multicultural development, and create opportunities of student/parent contribution, discovery, and empowerment.

In 2016, I was selected the National Association for Bilingual Education Teacher of the Year. The following year I became a New Mexico Teacher Leader State Ambassador where I continue to gain knowledge, resources, and support to enhance my profession.  Currently, I am also part of the Educators for High Standards and The Collaborative for Student Success: Aim High Fellowship. Through the Aim High Fellowship, my students and I have been developing skills in self reflection to promote listen and practice, learning the value of academic challenge, and measure growth as learners. To keep that optimistic spirit, we have been partnered with a professional athlete to encourage and inspire the students. The athlete is former NFL Dallas Cowboy Raghib Ismail better known as “Rocket”. It is a privilege to receive the support of so many caring people; this enhances my commitment and love for my profession.

Building Social Studies Materials and New Forms of Teacher Collaboration

Building Social Studies Materials and New Forms of Teacher Collaboration

The most valuable part of the Social Studies Dream Team “TeachFest” experience is the opportunity to step out of one’s own bubble and to interact with colleagues from around the state. The sheer breadth and depth of experience, both personal and professional, was both humbling and inspiring.  There were people from all over the country, whose experience ranged from business owner to Peace Corps volunteer, from law enforcement officer to U.S. AID worker—all of whom have chosen to work as teachers in New Mexico.  The ice breakers and conversation starters at the beginning helped foster a sense of community and shared purpose, which laid the foundation for productive collaborations.

I did my teaching certificate work at the University of Houston and have been teaching for 21 years—first in southwest Houston for three years, and now in Albuquerque since 2000. I teach all areas of social studies, but primarily government and AP Government.  I was the AP Lead teacher at Cibola High for the past 3-4 years.  My teaching partner and I were the first in the state to pilot the AP Capstone program.  I also teach a little beginning French when needed, and I currently co-author or co-edit 2 AP review books for McGraw Hill Publishing, Co. (5 Steps to a 5…AP World and AP European History).  As such, I set the bar high for all my students.

I think it is important for us as teachers to step outside our comfort zones, and to recognize that our profession extends beyond our classroom walls, our department and our school. At the Dream Team TeachFest, teachers from the largest high schools in Albuquerque swapped stories with teachers from tiny rural K-8 schools.  It was quite the exchange of ideas!  To gain a broader perspective regarding the challenges facing teachers across the state is to become more understanding and tolerant, much like the character education we do as social studies teachers.  And we had guest speakers with a range of perspectives as well: the Teacher Liaisons from the PED and remarks from Debra Marquez and Anthony Burns from the PED’s Instructional Materials Bureau served to reinforce the idea that we are part of education policy in a larger context, and that our influence can extend beyond our classroom.

Teaching can be a solitary profession, and for years the only way to extend our influence beyond the classroom was to leave the classroom. It is gratifying to see that there are now ways for teachers to expand their impact while still remaining teachers.  The fact that the PED Secretary-Designate Ruszkowski took the time to come to the event and listen to teachers’ concerns underscores the idea that we can and should look beyond our classrooms.  Though we may not always agree with his answers in-full, that he would take the time to have the discussion as a fellow social studies teacher is, in itself, a step in the right direction.  We need more dialogue, not less.

As new members of the Dream Team, the scope of the required lessons seemed overwhelming at first, but as the presenters and facilitators walked us through the process our ideas began to take shape. Our project facilitator was an effective sounding board for ideas and concerns, but also kept the conversations fun at the same time.  Though it took some time for us to develop a project appropriate in scope, we left with a clear picture of what tasks remained.  Despite our differences and our diversity of interests, the fact that everyone there had given up his or her time for the common purpose of creating something beneficial for New Mexican students is reassuring.

We will create materials that every social studies teacher around the state can use, but the idea of teacher-leadership in social studies and beyond, fostered by Cohort 2 of the New Mexico Dream Team, has possibilities far beyond that.

New Mexico Teacher Spotlight: John Turrietta

New Mexico Teacher Spotlight: John Turrietta

It all comes down to the teacher’s relationship with the students, the knowledge and presentation of the material and keeping them engaged.  Along my evolution as a teacher, I have tried departmentalization, ability grouping, gender grouping, Whole Brain Teaching, and now a flipped classroom.  Yet it still concludes with me and my students.

From the time that I was in the 3rd grade, I knew that I wanted to be a teacher.  Standing in front of a classroom, presenting and interacting with my students is the fruition of that dream.  I entered first grade not knowing English, and exited 3rd grade with the goal of being a teacher.  My grandfather made it clear from the time that I was a young boy, that education would always be the right road to travel.  He added to my determination that I would, one day, be an educator.

As that 3rd grade student that stayed after class to help with bulletin boards, pound dust out of chalk, sort dittos, and just generally help around the classroom, I always knew it was about the learning.  In playing school with my cousin and brother, I gave tests and handed out report cards.  Who knew testing would be such an issue in years to come?  While testing is not everything it is a gauge of financial success in later life.  Its about the teaching for me.  The learning.  As a product of APS and UNM, I want to make a difference for the children of New Mexico.

As a teacher, I have never wanted to be out of the classroom.  That’s where the action is….where the magic happens.  That’s where I need to be; on the frontlines of education.  Every year is a fresh start to try new things with an entirely new group of students.  What other career gives you a fresh start each year?  There are so many ways to teach.  No one has a monopoly!

Next year, Rio Rancho will assign each 5th grade class a Chrome Book Cart.  An entirely new delivery of teaching! It is never boring and always rewarding and exciting.  Kids will never remember the workbook page, but they will always remember your classroom environment and how you delivered material.

From Schoolhouse To Roundhouse: How Authentic Teacher Voice Shaped (Most) Of The State’s Education Budget For Next Year

From Schoolhouse To Roundhouse: How Authentic Teacher Voice Shaped (Most) Of The State’s Education Budget For Next Year

Colleagues —

With an opportunity-rich (some seized, some not) 2018 Legislative Session now behind us, I wanted to take this opportunity to review some of the substantial commitments the state budget makes to public education.

Here in Santa Fe, and inside the Roundhouse, the funding bill is referred to as HB2 (House Bill 2).  As we all know, deciding how you are going to spend your money is one of the best ways to determine priorities so HB2 is both a reflection of educational policy priorities and an overall financial appropriation for the State’s upcoming fiscal year (FY19, which is the 2018-2019 school year).

Your voice mattered this year—it was one of the first times in my career across multiple states that teacher-leaders, classroom teachers from across a state, and parents/families had a real voice inside a State Legislature. Historically, education policy and funding decisions are dominated by associations and interest groups—not necessarily by listening to all voices from all parts of a state.  Your voice was huge part of this process—and it was heard by our team at the PED, by the Executive branch, and by the Legislature.

It is also safe to say that in some areas, the Legislature made decisions in HB2 (now agreed to by both the House and the Senate and headed to the Governor’s desk) that could have real downsides for teachers, schools, and students.  It’s also safe to say that this funding bill also missed some opportunities to build upon and reinforce the areas of student academic progress and stakeholder engagement we’ve developed together over the last several years.

As the funding bill makes it way from the Legislative branch to the Executive branch, let’s review some highlights/lowlights in HB2 as of today:

As I see it, highlights from the 2018-2019 Public School Support package (HB2) include:

  • A teacher compensation increase, including significant raises in salaries for teachers (2.5%) and non-instructional school staff (2%), on top of an increase to the minimums for each licensure level, which would now be $36K/44K/54K for levels I, II, and III;
  • A small appropriation for Exemplary Teaching Awards, a groundbreaking effort to retain and reward some of the highest-performing teachers statewide – especially those that serve our most struggling schools and/or teach in the highest-need subject areas.  As I’ve shared with you, this strategy compliments the across-the-board increases above;
  • A sizable increase in funding for state Pre-K, which will allow the program to grow responsibly while maintaining the high standards of quality that have led to substantial outcomes for early learners.  This allocation will also result in several new Pre-K sites around the state that have demonstrated capacity and readiness to offer it for the first time;
  • An increase in K-3 Plus summer program funding that will allow for responsible expansion, while also including budgetary language incentivizing best practices that are leading to the most student growth in our schools;
  • An increase for both transportation and instructional materials funding (short of what the Executive branch proposed, but still meaningful);
  • More funding for professional development and teacher leadership opportunities for STEM teachers, and additional funding for the transition to NM STEM-Ready Standards;
  • Continuation of the key programs that have shown an outsized return on investment and student achievement.  We’ve seen several initiatives, which are reflected in the budget again this year, make a difference for kids in schools across the state–  Truancy and Dropout Prevention, Principals Pursuing Excellence, Teachers Pursuing Excellence, Reads to Lead, AP fee waivers, and many others;
  • Funding for a new Regional Educational Cooperative (REC) in San Juan County to assist districts in sharing resources and making support staff available to the entire region.

Alongside this progress, I believe there were several missed opportunities and areas of concern in HB2 as well, including:

  • The bill currently includes language that Exemplary Teaching Awards – while intended to be available to all – could be blocked at your district by your local teachers union;
  • The bill eliminates funding for Hard to Staff recruitment stipends for teachers.  Teacher Recruitment is major priority for the PED in 2018, even in a reduced funding environment;
  • The bill includes language that could substantially reduce funding for charter schools, early college high schools, vocational schools, alternative schools, and credit recovery programs.  We don’t believe these schools (and the students, teachers, and families who believe in them) should be targeted in this manner for a reduction in funding;
  • Though the PED requested $4.5 million in emergency supplemental funds – fund that can be used by districts who experience emergency situations such as natural disasters or man-made tragedies, or for districts experiencing declining enrollment or financial strain– the Legislature only appropriated $3 million in funding;
  • There is no increase to Dual Credit Instructional Materials, despite the PED’s request to double the funding;
  • The bill reflects a major cut in funding for professional development and training for Principals to provide meaningful evaluations and observations to teachers—the PED has consistently heard that this is a critical need area and will ensure that this vital training continues;
  • There is again no funding for Blended Learning (formerly IDEAL-NM) in HB2, which provides many students from rural/smaller schools a way to access courses that might not otherwise be available to them. The PED is committed to finding a way to provide course access to all students;
  • Lastly, this year’s budget bill include a major cut to Interventions and Support for Students, Struggling Schools, Parents, and Teachers – from $15 million last year to $4 million this year.  This comes on the heels of the PED announcing a $50 million support package for struggling schools as part of the state’s top-rated plan under the Every Student Succeeds Act (ESSA).  To be fair, the Legislative Finance Committee probably views this as a $4 million cut and not an $11 Million cut, but this is a line item that should have been increased (or at least fully supported) given the focus on innovation, parent and family engagement, and teacher leadership within it.  Instead, it’s been reduced.

My team will be reviewing HB2 in full next week once it’s delivered, and we would love to hear your thoughts on any/all of the above over the weekend.  Your voice matters—and we’ve seen repeatedly that democracy belongs to those who show up.  As classroom teachers and hard-working families, we know that you can’t camp out at the Roundhouse for 30 days or more, but we hope to represent your beliefs, your aspirations for your students, and our profession.

We stand with you—and offer our sincere thanks to all who contributed time and energy to support what is right for kids.  I am more optimistic than ever about the future for New Mexico’s students, with a renewed resolve to roll up my sleeves and continue to do the hard work to make New Mexico’s schools and students the fastest growing in the country.

Please be in-touch!

Christopher N. Ruszkowski
Secretary of Education
New Mexico Public Education Department

New Mexico Teacher Spotlight: Donna Hazen

New Mexico Teacher Spotlight: Donna Hazen

Being a teacher in the public school system was not Donna Hazen’s lifetime goal. All she wanted to be was a wife, mom, and homemaker. However, life moved her into a full time teaching career. Her degree in motherhood taught her how to be sensitive to the child that struggled with health, self-esteem, bullying, and learning issues. Knowing the consequences of the above issues, Donna dedicated her teaching career to the child – not the subject. It has been her heart’s cry that her students discover their worth in society and their gifts and talents.  Donna tells her students, “The world is your classroom, so let’s see what you do with your world.”   Her most successful and productive styles of teaching are the “proactive” and “project-based learning styles,” which have empowered her students to embrace their “own” learning with the latest 21st Century skills and workforce ethics for  real world experiences and still revitalize their struggling rural community.

One of her greatest contributions is her Roundup Technology program, a 21st Century Entrepreneurial Program, project-based business “learning and earning” enterprise incorporated into the Mosquero Municipal Schools’ curriculum. Her entrepreneurs are revitalizing their community with the following student-run businesses: a county-based newspaper, historical research program that compiles and publishes a book, a gift shop/snack shack, high school students teaching K-6 workshops that encompass science, reading, history, and the agricultural world, a “Paint the Town” crew, an arena crew, a professional photo studio, print shop, and video productions’ studio.

2018 NM Teacher Summit: Call For Presenters

2018 NM Teacher Summit: Call For Presenters

2018 NM TEACHER SUMMIT

CALL for PRESENTERS PHASE 1

The New Mexico Public Education Department (NMPED) is seeking creative and innovative presenters for the Third Annual NM Teacher Summit which will take place at the Albuquerque Convention Center from June 18-19, with a projected attendance of 1350 participants. The 2018 Teacher Summit theme is Teaching with Purpose.

Phase 1 of the call for presenters will remain open until Friday, March 23, 2018. Applicants that are chosen for Phase 2 are required to submit presentation materials by Friday, April 20, 2018. The process is described below.

CLICK HERE TO APPLY TO PRESENT AT THE THIRD ANNUAL NM TEACHER SUMMIT!

Process:

February 10—March 23:

Phase 1 submission window

March 23—March 31:   

Phase 1 submission review

April 5:   

Notification of acceptance to Phase 2; request for presentation materials

April 5—April 20:

Phase 2 presentation materials submission window

April 20—April 30:

Phase 2 submission review

May 4:  

Notification of presentation slot(s)

May 25:  

Final presentation PPT and hand-outs (if applicable) due to NMPED

Presentation topics:

Applicants are invited to choose a topic within their skill set and area of expertise. The topic should be relevant and applicable to New Mexico teachers’ classroom practice. The NMPED will support presenters with data and expertise, as needed. Below are a few suggested topics* that presenters may choose from:

·         Your content area or area of expertise ·         Native/Tribal Students
·         Classroom Practice ·         Special Education
·         Education Policy ·         Family Engagement
·         Teacher Leadership ·         Planning & Preparation
·         Assessments/Data to Drive Instruction ·         Formative & Short-Cycle Assessment
·         English Learners ·         Creating an Environment for Learning
·         *Any other topic or area of expertise

Session formats:

Teaching for Learning Sessions 90-Minutes—PreK-12 classroom methods, strategies, and techniques. This format allows enough time to teach a unit, include a make-n-take or other hands-on activities, use grouping techniques, etc.
Moderated Panels 60-minutes—a moderated panel of experts focused on current public education topics, initiatives, or policy. This format allows for the presenter to interview or lead a Q & A of panel of experts. The NMPED will support the presenter with the selection of panel members, if needed.
Information Sharing 60-minutes—a presentation or mini-lesson with Q & A time. This format allows for a presenter to model teaching practices during a presentation or mini-lesson.
The Learning Lounge 10-15 minutes—informal teaching and sharing by community partners, district & school leaders, or teachers at tables and in lounge areas before conference begins on Day 1 & Day 2.

Instructions for completing & submitting your application:

  1. Review the Blooms-Taxonomy-Teacher-Planning-Kit resource and use it as a guide when framing your submission.
  2. Review the 2018 Teacher Summit Proposal Rubric.
  3. Complete the Google Form Call for Presenters Application. (Google form submits automatically.)

Please note: Presenters and facilitators accepted through the voluntary call for presenters Phase 1 & 2 will be provided hotel accommodations for night of Monday June 18th. Accepted presenters/facilitators will also receive complimentary registration and are welcome to have lunch/dinner when provided during the Summit.

 

Every Student Deserves a High-Performing School

Every Student Deserves a High-Performing School

The Release of School Grades

School Grades were recently released to the public.

Our school accountability system has earned a lot of praise for being clear and understandable for families—and this year our reports are even more family friendly following our yearlong ESSA tour. Check out the great coverage all over the state in the ABQ Journal, the Associated Press, KOAT, KOB, KRQE, the Deming Headlight, the Carlsbad Current Argus, the Farmington Daily News, and the Alamogordo Daily News.  The story on Gil Sanchez Elementary might be my favorite yet as we seek to identify and scale best practices across the state.

Background on School Grading

School Grading is part of state and federal statute that mandates accountability for all public schools.

The Elementary and Secondary Education Act (ESEA), originally enacted in 1965, requires schools to show annual improvement in mathematics and reading. In 2011, New Mexico lawmakers enacted additional requirements that schools demonstrate progress through a grading system similar to that applied to students, A-B-C-D-F.

School Grades provide a consistent measure (now over six years) for all public schools across the state so that we can see which schools are doing well and which schools are struggling and need support.

Working for Success

Schools that embrace change, get results. School improvement is a CHOICE. Our districts and schools that continue to embrace change and new opportunities for kids are continuing to see success.

Our 15 largest districts are serving more than 60% of students in the state. The following large districts are examples of those that have embraced change over the years and are now showing strong improvements – not only increasing the number of “A” schools within their districts – but also by drastically reducing the amount of “F” schools within their districts:

  • Farmington has eliminated “F” schools and increased the amount of “A” schools

o   In 2012, 6% of its schools were “F” schools, today the district has 0 “F” schools

o   In 2012, Farmington had no “A” schools, today 37% of its schools are “A” schools

  • Gadsden has eliminated “F” schools and increased the amount of “A” schools

o   In 2012, 9% of its schools were “F” schools, today the district has 0 “F” schools

o   The district has grown the number of “A” schools by 4%

  • Alamogordo has eliminated “F” schools.

o   In 2012, 13% of its schools were “F” schools, today the district has 0 “F” schools

o   The district has grown the number of “A” schools by 14%

Our Students Deserve Better

Our most struggling students deserve better. Many of NM’s schools are not doing a good job serving their lowest performing students that are well below grade level in math and reading.

Here’s what we can do, together, about the growing divide of schools on the rise and those that are not making progress or are sliding backwards:

  1. When schools are struggling, they can choose to improve.  Over the past five years, New Mexico has invested significant resources and developed proven programs and that are getting results for kids.  Principals Pursuing Excellence (PPE) and Teacher Pursuing Excellence (TPE) are two examples of those—school turnaround programs available for struggling schools that are ready to change and grow.
  2. Under NM’s top-rated State ESSA Plan, districts are required to take action when a school persistently earns “F’s” 4, 5 or 6 years in a row.  Several of New Mexico’s schools will be under the umbrella of the “More Rigorous Interventions” category—which requires district’s to choose a different path forward.
  3. When our kids are trapped in persistently failing schools, they have options under state law.  Students enrolled in schools that have earned two “F” grades in the last four years have the right to attend a different school.
  4. When charter schools are persistently “D” and “F”, the NM PED has a moral and educational responsibility to recommend to the Public Education Commission (PEC) that their charter be considered for revocation.

What You Can Do

The release of school grades can be an exciting time for some, but we also recognize it can be a sobering time for others.

If your school received a lower grade, put yourself in the shoes of a student who received a similar grade. What would you say to them? How would you encourage them? What immediate actions would you ask them to take? Give yourself (and any colleagues that need it) the same advice.

Once you’ve processed, here are easy and quick ways to start leaning in as a teacher, to lead toward improvement:

  1. Next time you see your principal, let them know you are ready and willing to help. Ask them what you can do to help improve!
  2. Dive into the full School Grade Report, not just the first page. Identify ONE thing to celebrate and ONE area for improvement.
  3. BE A GREAT TEACHER. Dive into your student level data, identify what your kiddos need and deliver. Your students can have a positive impact on the whole school’s grade.
  4. Last, but not least. Remember, we at the NM PED are here to help! We can provide a pick me up, encouragement or expert help! Just ask!

Hear It From Teachers

Check out what teachers around NM have to say about their school’s grade.

My school went from a D to a C….. we know we are moving up to a B next year!  We are positive! We are working harder than ever….. although our amazing principal did say in today’s meeting…. “It’s not about our grade, it’s about making sure we are preparing these students!”  So, in reality, our prayer and hope to move to a B, is just our journey and knowing we are doing everything we can to get these kiddos moving in the right direction!  Work hard…. 3 year old program- to our 6th grade programs. Just work hard!  Hurley Elementary School, Cobre Consolidated Schools

Deming Intermediate went from an F to being less than 2 points away from a C.  So proud of my school!!! Deming Intermediate School, Deming Public Schools

We went up, in both our elementary and middle school, from a D to a B!!!!!  Pretty dang proud of our students and staff! Eagle Nest Elementary and Middle School, Cimarron Public Schools

My school went from a D to a C. We as a school are prepared to work even harder to move up to a B or even an A. Colinas del Norte Elementary School, Rio Rancho Public Schools

Our little school went back up to an A as well. The staff is excited and so are the kids! Reserve High School, Reserve Public Schools

Our school moved up from a D to a C, missing a B by 5 points. We are determined to get that B or A next year. We are the largest school in SFPS with the highest ELL and Special Learning population in the district! We are so proud of our students and teachers! Capital High School, Santa Fe Public Schools