Teacher Education Program Outcomes and Indicators
1. Making subject matter comprehensible to ALL students, including
culturally and linguistically diverse students and students with
exceptionalities
a. The teacher communicates accurately in the content area, providing
students the instructional intent, directions, or plan and seeking
student feedback, addressing the needs of all students, including
culturally and linguistically diverse students and students with
exceptionalities.
b. The teacher understands how students differ in their approaches to
learning and creates instructional opportunities that are adapted to
diverse learners, adapting content to meet the needs of the diversity
of learners, including culturally and linguistically diverse students and
students with exceptionalities.
c. Incorporates understanding of developmental stages, processes, and
theories of growth, development, and learning into developmentally
appropriate practice.
d. Aligns instruction to the state and national standards and benchmarks,
connecting content to the real world, explaining and/or demonstrating
the relevance of topics and activities.
e. The teacher varies teaching strategies and modifies learning activities
to facilitate student motivation, including culturally relevant
instructional techniques, technology, creativity, differentiated
instruction, and other instructional practices, which serve to support
active learning and student engagement.
f. Instructs students in the use of cognitive thinking skills and provides
opportunities for students to utilize those skills, including critical
thinking, problem-solving, divergent thinking, inquiry, and decisionmaking.
g. The teacher identifies and develops appropriate responses to
differences between language learner and learners with
exceptionalities.
2. Planning instruction and designing learning experiences for ALL
students, including culturally and linguistically diverse students and
students with exceptionalities
a. Utilizes developmentally appropriate content to design and develop
learning experiences.
b. Uses a variety of instructional practices and strategies that enhance
learning; individual, small and large group activities through
instructional units and interdisciplinary experiences.
c. Develops appropriate lessons integrating accommodations and
modifications according to Individual Educational Plans (IEPs) and the
needs of other special needs populations such as second language
learners.
d. Designs, implements, and assesses learning activities that integrate
technology and other learning tools, such as: differentiated instruction,
project based learning, laboratory experiences, and experiences
conducted outside of the classroom to address the needs of
linguistically diverse students and students with exceptionalities.
e. Implements methodology, research, best practices, and current trends
in education to enhance and improve the quality of learning, applying
them in the classroom, and monitoring their effects.
f. Provides students time for active involvement and creativity,
supporting the development of a diverse population.
g. The teacher critically reviews, selects, and develops or adapts
materials, resources, and technologies and analyzes them for: age
appropriateness, developmental level, cultural and linguistic
background, exceptionalities, biases and stereotypes, content
appropriateness in regard to curriculum, reading level, and relevance
to students.
h. The teacher reflects on and revises practice based on learner
performance. The teacher analyzes, and evaluates the effect of
choices and actions on others, and uses this knowledge to improve the
learning process.
3. Assessing and evaluating instruction and student progress
a. Assessment of students learning is aligned to the appropriate learning
outcomes being evaluated and is sensitive to the needs of linguistically
diverse students and students with exceptionalities.
b. Assessments are adapted based upon age appropriateness,
developmental level, cultural and linguistic background,
exceptionalities, biases and stereotypes, content appropriateness in
regard to curriculum, reading level, and relevance to students.
c. Evaluates instruction and implemented programs in terms of
effectiveness, utilizing formative and summative assessment.
d. Utilizes formative assessment procedures, interpreting results, and
using the data from these and standardized instruments/diagnostic
and observations to make informed instructional decisions about
instruction and specific programs, to better meet the needs of all
students, including culturally and linguistically diverse students and
students with exceptionalities.
e. Demonstrates awareness of standardized instruments including an
understanding of percentiles, means, stanine scores, and grade
equivalence.
f. Provides opportunities for students to be responsible for their behavior
and learning, encouraging high expectations.
g. Uses multiple types of assessments procedures, and multiple
assessments to evaluate student learning.
h. The teacher uses student responses, explanations, and
demonstrations, to analyze misunderstandings that led to errors.
i. Uses technology to support problem solving, data collection,
information management, communications, presentations, and
decision-making.
4. Creating and maintaining effective learning environments to meet
the needs of ALL students, including culturally and linguistically
diverse students and students with exceptionalities
a. Understands and applies relevant laws and regulations in their
classroom, to appropriately serve linguistically diverse students and
students with exceptionalities.
b. Develops a learning environment, which utilizes technology and other
resources that are developmentally appropriate and respects and
incorporates learner’s personal, family, cultural, and community
experiences.
c. Assists all students within the classroom to ensure a positive learning
experience and enable them to remain in the Least Restrictive
Environment (LRE).
d. The teacher collaborates, develops, implements, and subsequently
evaluates implemented behavior management programs.
e. Maintains an orderly environment that is conducive to learning and
where students are safe, managing time and materials effectively to
minimize distractions and disruptions, and develops activities and
transitions that guide students to be focused and engaged.
f. Engages students in an environment that supports creativity, critical
thinking, problem solving, cooperative and collaborative learning, and
provides opportunities for students to be responsible for their behavior
and learning.
g. Models and encourages positive social interaction where individual
differences are respected.
h. Anticipates discipline concerns and preventively implements effective
appropriate management techniques.
i. Provides consistent and clear expectations for student behavior and
monitors student accountability.
j. Create and maintain a safe and welcoming environment for families
and community members.
k. Promotes positive student/teacher relationships.
5. Engaging and supporting learning for ALL students
a. Provides opportunities for students to work independently, in small
groups, and in large groups, participating in developmentally
appropriate learning activities which have been differentiated to meet
their individual needs, including the needs of culturally and
linguistically diverse students and students with exceptionalities.
b. Uses a variety of developmentally appropriate instructional strategies
incorporating creativity, critical thinking, and active participation and
utilizing a variety of resources such as guest speakers, field trips,
supplemental printed materials, manipulatives, and technology.
c. Implements necessary modifications and adaptations in instruction and
curriculum so that students with disabilities have access to the general
education curriculum in the least restrictive environment.
d. 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. Provides opportunities for each student to succeed and understands
how students differ in their approaches to learning based on diverse
cultural and linguistic backgrounds and exceptionalities.
f. Integrate appropriate software and assistive technology to meet
individual and class needs, to communicate, network, and foster
inquiry.
6. Communicating and collaborating with families and communities
while serving ALL students
a. Demonstrate knowledge of and respect for variations across cultures,
in terms of family strengths, expectations, values, and child-rearing
practices.
b. Applies a variety of communication techniques, including the
appropriate use of technology, demonstrating knowledge of and
sensitivity to cultural, social, environmental and ethnic dynamics in
interpersonal and group interactions with students, parents,
paraprofessionals and professionals.
c. The teacher demonstrates understanding, respect, and value for the
central role that community and family play in the learning process of
a child and is able to utilize these experiences to enhance learning.
d. The teacher effectively communicates, with respect, to student’s
parents, progress involving academic, behavioral, and social issues
that influence learning.
e. The teacher recognizes that families and community can be used as
teaching resources to enhance learning and children’s self-value.
7. Developing as a professional educator while serving the needs of ALL
students
a. Using technology and other research resources, the teacher seeks out
information on methodology, research, best practices, and current
trends in education to enhance and improve the quality of learning,
applying them in the classroom, and monitoring their effects.
b. Serves as advocate for all students, including culturally and
linguistically diverse students and students with exceptionalities, for
equitable access, resources, technologies and policies that are
consistent with researched practices.
c. Recognizes that change entails risk and modifications may be needed.
d. Communicates with colleagues and collaborates for the purpose of
meeting the needs of all students, especially SPED and other diverse
populations
e. The teacher partners with special education teachers and others as
necessary for implementation of the IEP.
f. As part of the team, participates in developing individual educational
plans, individualized family service plans, and transitions and postsecondary planning.
g. Adheres to the New Mexico Code of Ethics.