Expectations of Teacher Proficiency

As a teacher at Vista Grande High School, professional development opportunities, including mentorship, are considered absolutely necessary to the continuing passion for and high level of integrity in teaching. As a result of this belief, we are working with a software company called Richer Picture to create a digital portfolio dossier system for all faculty at VGHS. The learning target samples from this digital portfolio are based on the NM entry-level teacher competencies for the secondary license. In NM the entry-level competency themes are continued in the yearly Professional Development Plan required to maintain and advance licensure Levels I, II, and III. We are also striving to align these learning targets to subject area endorsement criteria and the digital dossier requirements to attain National Board Licensure, a certification eligible for Level II licensed teachers. Other learning targets have been created that are unique to the VGHS setting that demonstrate competence for teaching in this innovative school. Periods in the academic calendar will be devoted to providing the time necessary for teachers to construct their portfolios with care.

A. Professionalism:

• 1 I can use what I learn from professional development and independent research in ways that improve my teaching.
• 2 I can work as a team with other faculty and staff to create and implement curriculum based on diagnostic student data.
• 3 I can live as a positive role model grounded in the 4 Commitments.
• 4 I can advocate for myself and for others.
• 5 I can demonstrate understanding of the political and legal structure of the U.S. education system.

B. Instructional Planning & Implementation:

• 1 I can use my knowledge of child development and human learning to create and implement curriculum that is appropriate for my students.
• 2 I can use knowledge of my community and my students’ life experiences to create relevant curriculum.
• 3 I can include the use of technology in my lessons in relevant ways.
• 4 I can create learning targets from state and national standards that guide my lesson plans and student assessment.
• 5 I can reflect on my lesson plans through observation in the classroom and analysis of student work.
• 6 I can plan and lead engaging afternoon and intensive elective programs.

C. Classroom Management:

• 1 I can create a safe classroom for students.
• 2 I can live and use the 4 Commitments to help students regulate their behavior in the classroom.
• 3 I can effectively use classroom structure and procedures to help students regulate their behavior in the classroom and to facilitate transition times.
• 4 I can plan and implement lessons in ways that use time efficiently to minimize distraction and unwieldy transition times.
• 5 I can collect appropriate data on student behavior to guide meetings to create intervention plans for student behavior with other faculty, support staff, caregivers, and the student.

D. Assessment

• 1 I can create assessment tools that actually measure my learning targets and that recognize different methods to solve problems.
• 2 I can create developmentally- and ability-appropriate assessments for learning.
• 3 I can assess a student's zone of proximal development to create scaffolded curriculum.
• 4 I can embed error analysis methods into my assessments to target student misunderstandings of content.
• 5 I can create narrative assessments that provide feedback to students and parents and is relevant, non-comparative, and leads to next steps.
• 6 I can use informal assessment tools, such as observation and questioning.
• 7 I can interpret NMSBA data and use those data to guide my curriculum development.
• 8 I can reflect on assessment results, both informal and formal, in a way that influences my teaching and curriculum.

E. Technology:

• 1 I can operate various software and hardware and troubleshoot when there are problems.
• 2 I can employ technological tools to facilitate my own professional development.
• 3 I can create learning environments in which use of technology is essential in subject-matter learning or presentations of learning.

F. Diversity:

• 1 I can develop my teaching practice so that it reflects my perception of students as individuals with unique needs and strengths as learners.
• 2 I can spontaneously differentiate my curriculum in a full inclusion setting in response to student behavior and interests while in the classroom.
• 3 I can evaluate curricular materials for bias and stereotypes and use them to foster critical thinking in students.
• 4 I can perceive my students in light of the tri-cultural characteristic of New Mexico.
• 5 I can remain up-to-date regarding the research on multiculturalism, individual differences, and student exceptionalities.

G. Family and Community:

• 1 I can demonstrate sensitivity to our local Hispanic, Anglo, and Puebloan subcultures in Taos.
• 2 I can effectively incorporate community and family members in my curricular plans to enhance learning and provide role models for students.
• 3 I can be an active member of the Taos community.
• 4 I can effectively communicate about students to their parents in a way that empowers them to participate in their child’s growth.

H. Inclusion:

• 1 I can become knowledgeable about special education regulations, including the development and use of Individualized Education Plans (IEPs) and 504 Plans.
• 2 I can become knowledgeable about the different disabilities and exceptionalities included in special education so that my methods of instruction are impacted.
• 3 I can work with the special education teacher to develop lesson plans and assessment methods that include modifications specified for students.
• 4 I can use the correct procedures to recommend changes in student goals or modifications.
• 5 I can help students with exceptionalities integrate socially in the classroom, the workplace, and the community.

J. Communication:

• 1 I can speak and write using correct English grammar, especially when communicating with students, parents, colleagues, and community members.
• 2 I can create literacy instruction related to the authentic products of VGHS expeditionary curriculum.
• 3 I can encourage nonverbal and verbal communication strategies in students that focus on expression of self and one’s thinking and that is also sensitive to other’s unique perspectives.
• 4 I can listen to others while I suspend my thoughts and reactions related to what is being said.
• 5 I can use inquiry as an effective instructional method.
• 6 I can create curriculum that is responsive to students’ levels of language development as it is influenced by patterns of development and cultural influences.
• 7 I can integrate multiple forms of media into my curriculum in authentic ways that encourage inquiry and collaboration between students.

K. Motivation

• 1 I can design curriculum, including authentic final products, that intrinsically motivate students.
• 2 I can be excited about my role at VGHS as a teacher.
• 3 I can use teaching methods that inspire students.
• 4 I can develop assessment methods that are authentic to the tasks completed by students and that lead the way to next steps for improvement or enhancement.

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For more information, contact Vista Grande High School
at (575) 758-5100 (Main Office) or (575) 758-5102 (Fax)