What if I teach both Group A and Group B subjects?
A teacher will always default to Group A. If an educator teaches classes that fall within both Group A and Group B, that teacher would be considered a Group A teacher for evaluation purposes. If a district chose EoCs as their secondary measure of Student Achievement, a teacher in this situation would use 35% SBA and 15% EoCs that correspond to the Group B courses.
What if a student moves classes?
Teachers are evaluated based on the students in their class at four specific snapshots (40th day, 80th day, 120th day, End of Year). If a student moves in the middle of the year, the first teacher will be evaluated on the student's progress in the beginning of that year, and the second teacher will be evaluated on the student's progress in the ending of that year.
How will special education students factor in?
All students deserve to learn. As such, Special Education teachers, whether in a self-contained classroom or inclusion classroom, are grouped according to the students they serve, whether Group A or Group B. *Teachers of severely or profoundly disabled are exempt from year 1.
What if teachers team-teach? Who gets credit for that student?
Students are assigned to one teacher. That teacher would get credit. A school could change teacher assignment each snapshot and thus both teachers would get counted automatically.
Why can't teachers choose their own assessments?
To the degree available, student achievement measures must be common, rigorous and linked to standards that are adopted by the state of New Mexico. This will ensure that the measurement of student achievement creates equitable expectations for all students regardless of background characteristics.
What if there's no EoC for my class on the PED website?
Districts which chose to use EoCs as a measure of student achievement for teacher effectiveness are responsible for providing those EoCs to their teachers. The EoCs are meant to replace final exams. To help support the effort and develop capacity in districts, PED paid for the initial creation of EoCs that were developed by New Mexico teachers under the guidance of an independent assessment and development specialist. A list of those EoCs is available online at http://ped.state.nm.us/AssessmentAccountability/AssessmentEvaluation/EOC/index.html
I know VAMs are complicated, but what's a basic explanation for how my student achievement measure is calculated?
This measure is based on the growth of the individual students in a classroom. The Value-Added Model (VAM) used does account for the individual student background by using three years worth of data for each individual student. The past performance of a student accurately reflects that student's socioeconomic status, mobility, second language learner status, etc. For example, Matt's expectation is different than Alia's expectation because he is a different person with a different set of circumstances which has resulted in different past performances than Alia's. Maybe Matt has scored 30, 30 and 30, and so we would expect Matt also to score 30 this year. Maybe Alia has scored 15, 16, and 14, so we would expect her to score 15 this year. If in this class, Matt scores 32, his teacher helped him achieve two points higher than expected. If Alia scores 18, the teacher helped her achieve three points higher than expected. You now have a VAM of 2.5 points (the average of Alia's and Matt's gains). In this scenario, Alia is most likely not going to score the same as Matt; however, the teacher still gets credit for teaching Alia. Moreover, Alia may not pass her grade-level SBA, but the teacher still gets credit for teaching Alia.
There is a more detailed presentation on VAM in the Toolbox
section. It is a PowerPoint presentation that explains in detail exactly how a VAM works, using an analogy with farmers.
How are Parent Survey points calculated?
Parent surveys will be scored on both content and participation. For example, if the average response (on a 1-5 scale) was 3, the average score is 60%. If 80% of parents responded, the average score of 60% multiplied by the parent response of 80% is 48%. That percentage would then be multiplied by the available points (10 points if this measure was entered at 5%) = 4.8 points.
How are Student Survey points calculated?
The average score on the survey divided by the total possible score, multiplied by the available points for this measure. E.g. If the average response is 4 (on a 1-5 scale), the average percentage would be 4/5 or 80%, multiplied by the available points (10 points if this measure was entered at 5%) = 8 points.
How is Teacher Attendance calculated?
The state default cut scores are based on days missed as follows:
• 0-2 Exemplary
• 3-5 Highly Effective
• 6-10 Effective
• 11-13 Minimally Effective
• 14+ Ineffective
A district can submit its own cut scores, but they cannot be more lenient than the state default scores, unless specified by union contract. FMLA, bereavement, jury duty, military leave, religious leave, professional development, and coaching are excluded from the Teacher Attendance calculations.
We chose Observation Option 3, which uses an external "certified" observer. Where do we get this "certified observer"?
Schools may arrange another administrator themselves, e.g. a principal from a neighboring schools; or, districts can use a PED approved, contracted observer. If using a PED contracted observer, the district/school must request observation support well in advance of the observation deadline to ensure district needs are met.
How can a teacher see where students are and where they are going during the year?
Teachers should be provided the prior year student achievement performance data by their district. Teachers should be recording formative assessments throughout the year.
How does a teacher know how he or she is achieving during the process?
The NMTEACH model is based on progressive documentation. Teachers will receive VAM scores from prior years in the fall semester of each school year. In addition, observations and multiple measures will be input into the NMTEACH Online Evaluation System powered by Teachscape. This information will be available to teachers as it is submitted into the system.
What happens if I receive a minimally effective or ineffective rating?
Teachers who demonstrate ineffective or minimally effective performance will receive targeted supervision and support. This process will be documented in a Professional Growth Plan (PGP) that will be the responsibility of the teacher to demonstrate improvements in areas of need.
As a new teacher, how am I evaluated?
If Group B teachers are those whose grades/subjects are not SBA tested, why are my Group B teachers evaluated on the SBA (or another assessment)?
Districts individually chose measures they deem as relevant. All Group B teachers, especially through New Mexico Common Core State Standards (CCSS) should align quite readily with reading and even math. If, however, a district believes that Group B teachers' courses have no relation to the SBA (reading, math, science, writing) or an interim assessment, then a district can opt to use End of Course Exams (EoC). The PED has almost 30 EoCs ready for use, including elementary PE, Music, and Art.
How are bilingual educators evaluated?
Because they are responsible for delivering the same content as other teachers, albeit in another language, bilingual educators are evaluated according to the grade and content area they teach (i.e. Group A, B or C) just the same as other teachers. The exception is teachers who are Native Language Certified (teachers with 520 certificates). These 520 teachers are entirely excluded from the NMTEACH Educator Effectiveness plan; though they may still have Professional Development Plans (PDP) based on a district or school decision and/or they may be evaluated according to their pueblo or tribe. Teachers with bilingual endorsement who teach native languages will not be assessed on the native language classes, but will be assessed only on the other classes they teach, if applicable.
Does the new NMTEACH Educator Effectiveness plan have new PDP forms?
The PDP form and process have not changed from prior years. Teachers will develop their individual PDP with their principal based on school and personal goals as they always have, using a school choice form. The only new component is that now there will be a mechanism for evaluating the progress of the PDP via Domain 4 of the NMTEACH Observation Rubric. In addition, NMPED has provided an optional PDP form within the Teachscape system. PED does NOT require districts to use this form.
When are districts required to put a teacher on a Performance Growth Plan (PGP)?
Teachers are to be placed on a performance growth plan for 90 school days from receipt of the notice of minimally effective or ineffective performance rating on the Effectiveness Evaluation System. This is not to be confused with providing feedback to teachers within ten days of conducting an observation, which is one component of the evaluation plan. Districts, however, do have local discretion to place teachers on a PGP after a single observation or any other single component of the effectiveness evaluation system. This may done based on professional judgment of the principal.