Which assessments are linked to the courses that I'm teaching?
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.
Who developed the EOCs?
The End of Course (EOC) assessments were written by New Mexico teachers during a summer institute, under the guidance of an independent assessment and development specialist. Next, these exams were handed to a different set of New Mexico teachers to check items for bias and fairness. These edited tests were then given to independent content experts to review. Finally, the EOCs were field tested on approximately 4,000 New Mexico students. The reliability measure of the EOC operation items was consistent with the reliability on the High School Graduation Assessment.
May I have a copy of my EOC so I can adequately prepare my students?
To maintain test security and integrity, copies of the test are not available in advance. However, blueprints for every EOC housed by PED are available HERE
. EOC blueprints identify content standards applicable to the EOC assessment and describe the design of the EOC with a focus on content range and patterns of emphasis.
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 HERE
What measures of student achievement are included when calculating Value Added Scores (VAS)?
SBA/PARRC, EOCs, DIBELS/IDEL are the measures of student achievement included when calculating VAS. Istation will replace DIBELS as the K-2 assessment beginning in the 2016-2017 SY.
Are Charter developed EOCs used for calculating NMTEACH summative evaluations?
Only state-approved EOC are used to calculate VAS. A list of state approved EOCs is located HERE
When a student takes an EOC and does not meet the PED set cut score, the student is allowed to retake the test during the same window, but only after receiving remediation. Students are only allowed to retake the EOC one time. Currently, retakes only take place at the high school level where the EOC may be used as an ADC for graduation purposes. Is the first score or the second score calculated in the teacher's evaluation?
The first score is always used for purposes of teacher evaluation. The cut score is not necessarily a negative impact on the evaluation, as we use the scale score of SBA/PARRC and EOC to project achievement. It is very likely that a student can NOT pass an EOC and still generate a positive VAS. Conversely, it is also possible that a student can pass the EOC and generate a negative VAS.
In addition, the automated system will automatically pull data from the first test as it recognizes the date stamp.
Can EOCs be used for moderate to severe special education students?
D level, multiple disabled students are exempt from EOCs. If your students are exempt from PARRC, they should not take EOCs.
If teachers are linked to SBA/PARRC or DIBELS/IDEL (for the 16-17 SY this will change to Istation), will they still need to issue EOCs?
For Districts/Charters that were already using EOCs as part of their NMTEACH plan, all teachers in your District are expected to administer EOCs for courses that are not linked to SBA/PARCC or DIBELS/IDEL (now Istation). For teachers that teach courses that are linked to SBA/PARRC or DIBELS/IDEL (now Istation), there is not a requirement to administer EOCs in those courses as well.
We are using EOCs as an Alternate Demonstration of Competency (ADC). Where do we submit these scores?
EOCs used for ADC must also be submitted to PED through the STARs system. The ADC scores will appear in the teacher summative evaluation. Please see Volume 1, page 32 of the STARS Manual
for a detailed explanation of submission processes
Will collective student music performance scores be used in in the summative evaluation?
Only music competition scores are excluded from summative evaluation scores. The music EOC approved by PED is to be utilized to test students.
I teach dance, but an EOC isn't available for that subject? Can I substitute the Physical Education EOC?
You should not substitute the Physical Education EOC due to a lack of availability of a Dance EOC. Your District/Charter will use this year as a transition year to prepare appropriately aligned EOCs.
How was my district evaluation plan chosen?
All districts now use the same uniform standard of evaluation.
What are the components of the NMTEACH Evaluation Framework?
The NMTEACH Evaluation Framework
is comprised of four main areas: Improved Student Achievement; Classroom Observations; Planning, Preparation, and Professionalism; and Student Surveys and Teacher Attendance. These components are prescribed by NMAC 6.69.8
How are the different components of NMTEACH measured?
NMTEACH has now transitioned to three "steps" for teacher evaluation depending upon the data submitted for an individual teacher. Step 1 includes those teachers who have no usable student achievement data in the last three years. This would include new teachers, but also those teachers who teach courses that are not tied to one of the assessments being used. For more information on which courses are linked to assessments being used for NMTEACH evaluation purposes, please refer to the Course and Assessment Linkages for Teacher Evaluations 2015-2016
. Teachers with one to two years of student achievement data will be included in Step 2. Step 3 will include those teachers with three years of student achievement data. All received data on Teacher Attendance and Surveys will be used.
The Possible Points for Summative Score
||Classroom Observation - Domains
2 and 3
|Multiple Measures Domains
1 and 4
|Multiple Measures Teacher Attendance and Surveys
|Step 1: Teachers who have no student achievement data in the last 3 years
|Step 2: Teachers with 1-2 years of student achievement data
|Step 3: Teachers with 3 years of student achievement data
How are Student Survey points calculated?
The average score on the survey is 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 are Parent Survey points calculated?
The average score on the survey is divided by the total possible score, and then 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?
Teacher attendance scores are based on a simple calculation of total points available (20 points) less the number of days absent. If total absences reported is less than or equal to 3, then the teacher receives 100% of attendance points; if total absences reported is greater than 3 then standard formula applies. Teachers can receive up to 20 points in the Teacher Attendance category.
• 18–20 Exemplary
• 15–17 Highly Effective
• 10–14 Effective
• 7–9 Minimally Effective
• ≥ 6 Ineffective
A district can submit its own cut scores, but they cannot be more lenient than the state default scores. Leave that is excluded from the attendance calculation includes leave under the Family and Medical Leave Act (FMLA), bereavement, jury duty, military leave, religious leave, professional development, and coaching.
How many articles of evidence do I need to upload into Oasys (formerly Teachscape) for an effective rating?
The amount of articles as evidence required is a district level decision. However, PED is recommending a quality over quantity approach. You are not being rated by volume but rather by what evidence accurately reflects where you are as a teacher both in terms of Planning and Preparation and Professionalism.
What artifacts are required for Domain 4 of the observation rubric?
While PED does not prescribe the articles of evidence in any of the domains, we do suggest a quality over quantity approach. Examples for Domain 4 – Professionalism can be accessed HERE.
Who trained the observers, and how were they trained?
Observers are trained annually during the summer and in the fall. Observers were certified after attending the training and passing an online observation calibration exam. The NMTEACH Observation Protocol
is the tool on which all certified observers were trained. The certified observers utilize the Observation Protocol to guide their teacher observations.
What is the difference between the walk-through and the observation?
The walk-through is an informal classroom visit that lasts no more than 15 minutes (usually 3–5 minutes); feedback should be provided to teachers and can also be compiled into site or departmental statistics. An observation is a formal classroom visit that lasts a minimum of 20 minutes, and results in written feedback for the teacher. Formal observations are conducted two to three times each school year.
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.
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.
Student Achievement Data
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. For further information on how a student is assigned to a teacher click HERE
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 narrated PowerPoint presentation that explains in detail how VAM works for Educator Effectiveness.
How is student achievement data used in my evaluation if I teach an elective course and don't have any PARCC, EoC, or DIBELS data related to my courses?
If the course related to your class does not have an approved assessment, you will not be linked to a Student Achievement Measure (STAM).
What if I haven't been teaching my subject in New Mexico for three years? What student achievement data will be used for my evaluation?
Teachers who do not have 3 years of student achievement data available will have graduated considerations applied to their evaluations. Since available data varies from teacher to teacher, there are many different scenarios for graduated considerations. To identify your unique situation please visit the NMTEACH website
to view the graduated considerations table
to understand how your points will be redistributed.
Why are my possible points different than another teacher in my school?
The points possible for each component of the evaluation are determined by the data available for each component. This allows for a uniform standard of evaluation while accounting for the unique context of each teacher's setting. Thus, only when data is available in a component, will it be used to measure the teacher in that specific area.
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.
Who will have access to my evaluation? Will it be released to my principal, parents, students and/or the public?
NM Public Education Department shares personally-identifiable data with only authorized school district and charter school personnel. The summative evaluation is a part of the teacher's personnel file and will be treated with the same privacy protections as all other contents of the personnel file.
Aggregate school, district and state level data may be released. This data will be subject to FERPA-like rules that do not allow for a teacher to be personally identified unless a confidentiality agreement has been signed. Data compiled from NMTEACH will be de-identified of individual teacher records and will be devoid of information that could be used either alone or in combination with other information to identify a teacher.
How do I read my evaluation?
Please CLICK HERE
for instructive webinars on understanding your summative evaluation.
I think there is an error on my evaluation. How do I get this corrected?
Evaluations are handled at the local level, and, like all employment rights issues, questions regarding the summative form are to be handled by the school district first. Please address your concerns at the local level. If the school or district cannot resolve the issue they will forward the concern to NM Public Education Department.
Now that the evaluation is done what is the next step? What do I do with it?
• Use the data to establish my Professional Development Plan (PDP).
• Use observation and student outcomes data to improve real-time practices.
• Make connections between my students' Value Added Scores (VAS) and the assessments I give to my students.
• Use the student survey data to gauge my students' perception of me.
Will I be asked to do any additional work under the new evaluation system?
NM Public Education Department is not requiring any additional work from teachers as part of the NMTEACH Educator Effectiveness System. Work assignments, professional development, etc. occur at the discretion of the districts and individual schools. While a new system of evaluation may feel arduous, the extra effort is more the result of doing things differently rather than the assignment of new responsibilities being placed upon the teacher.
How are teacher evaluations calculated?
Effective educators have high standards of professional practice and demonstrate their ability to improve student learning. Thus, the NMTEACH Educator Effectiveness System is based on measures of student academic growth, evidence from classroom and school practice, and contributions to colleagues and the school community. The final evaluation for any teacher is comprised of a combined score of the three individual components: Improved Student Achievement (50%), Classroom Observations (25%), and Multiple Measures (25%).
However, for most teachers, it will be two to three years before they are eligible to be evaluated at 50% for the improved student achievement portion. Until that time, remaining points from the Improved Student Achievement category will shift to the observation and multiple measures categories as described in the NMTEACH Steps
How does a teacher know how he or she is scoring during the process?
Because the NMTEACH Educator Effectiveness System was created to be a system of improvement, conclusions should not be formed about the final score of an individual teacher based on incomplete evaluation data. NMTEACH was intentionally designed to be a year-long process, so educators would have the opportunity to reflect on each part of the evaluation and respond to it accordingly with adjustments in teaching practice when necessary. By looking at each category separately, it provides teachers an opportunity to specifically recognize what they are doing well and seek help for the areas they need to improve. Although not all categories are weighted equally, it is unlikely that any individual category will determine the final evaluation score.
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, will be observed and evaluated with the same criteria as non-Special Education teachers.
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. 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.