NMABE Participants should use this form: TSAS Online Data Entry Form

Enter TSAS Questionnaire responses online now: ALD4ALL teachers should use this online form

Enter TSAS Questionnaire responses online now: Any and all participants may use this form

Download the TSAS Scales questionnaire:
    PDF: tsas-scales-spring-2016

TSAS-NMTEACH Summary Worksheet (blank, elements plus addendum questions):
    PDF: tsas-summary-sheet-2016.pdf

TSAS Overview (this document updated as needed):
    PDF: tsas-overview-2016.pdf

TSAS Guidance (this document updated as needed):
    PDF: tsas-guidance-2016.pdf

TSAS Powerpoint (slideshow):
    ald4all.positivepractices.com/tsas-powerpoint.pptx

Download the latest NMTEACH Full Rubric
(Version Aug. 19, 2015):
    PDF: nmteach-full-rubric-20150819

PED NMTEACH Portal Entry (Updated: August 2019):
webnew.ped.state.nm.us/bureaus/educator-growth-development/nmteach/
 

Download the Teacher-Efficacy Research Summary from the journal Principal:
Teacher_Efficacy_What_is_it_and_Does_it_Matter.pdf

All links above in one place (updated as needed):
    ald4all.positivepractices.com/tsas-links

A webpage that provides technical assistance for implementing a State Seal of Bilingualism & Biliteracy at your school is now available.   Please click on the image below to learn more.

Teacher Efficacy, defined in the ALD4ALL project as teachers' personal assessments of their own personal capabilities to perform designated instructional tasks, has been widely studied in many contexts over many years (e.g. Bandura 1986; Multon, Brown & Lent, 1991; Protheroe, 2008).

The Teacher Self-Assessment Scales (TSAS), an online and optionally paper-based instrument designed to measure teacher efficacy aligned to the four domains and 22 items of the state-mandated teacher evaluation framework (NMTEACH) was created.

In September 2014, 114 ALD4ALL teachers and administrators representing the project schools submitted entries for the TSAS using an online form. Results for each project school were computed and interpreted in school-specific reports. A program-wide version was also created that compared results from ALD4ALL schools with results from teachers in non-ALD4ALL schools.

Results were remarkable. Collectively, ALD4ALL schools consistently assess themselves at markedly higher levels on all domains in the measure than all other aggregate schools and teachers present in the TSAS dataset. A sample chart that represents consistently similar results across all domains and items of NMTEACH is presented in the figure below.

Download a briefing on this finding: Teacher-Efficacy-ALD4ALL-201504

Dear ALD4ALL Facilitators,

As you may recall, we agreed to implement the Guskey professional development evaluation framework. I was hoping to administer this measure orally in interviews with key participants at the various school sites. Therefore, I adapted and constructed a modified Guskey instrument that can be used as a pen-and-paper questionnaire. It can also be used as an structured oral interview protocol (preferably recorded) with key participants. I'll leave it up to each team member how to best administer this assessment, or we can discuss options as needed. You can download a PDF of this new instrument at:
ald4all.positivepractices.com/_pdfs/ALD4ALL-CPP-Guskey-Eval.pdf

Thanks for everything, Joseph

Overview

The ALD4ALL Project has several objectives and components for improving bilingual-multicultural education in New Mexico. A major component of the project is to conduct an inquiry into the effective practices for improving the education of Culturally and Linguistically Diverse (CLD) students, including English Learners (ELs). Findings from the inquiry would then inform the design and development of new approaches for professional learning for teachers and administrators. The project team structured the inquiry using a framework of systemic indicators put forth by Cadiero-Kaplan (2004).

Cadiero-Kaplan's indicators of effective practices—Value of Learner, Academic Language Orientation, Expectations for Learners, Instructional Goals, Resources, Assessment and Accountability, and Program Approaches are a source of inquiry that provides a structure for systemic inquiry.

The inquiry team conducted site visits and ongoing data collection at 12 schools identified for their promise and achievement in New Mexico. Using expanded definitions of Cadiero-Kaplan's indicators, the team conducted 98 classroom observations and numerous participant interviews and focus groups at 12 participating schools who were chosen because of their promise and achievement in serving CLD students.

The findings—that we term Effective Instructional Practices—include the following:

0. Effective Instructional Practices
1. Child-Centered Value of Learners;
2. Holistic Academic Language and Literacy Orientation;
3. Expectations for Active Learners;
4. School/Program-Wide Instructional Planning;
5. Resources for Learning in a Bilingual Context;
6. Performance-Based Assessment and Accountability, and
7. Bilingual-Multicultural Education Program Models.

The inquiry findings demonstrated that there are varying levels of implementation of these effective practices and that not all schools demonstrated similar levels on all indicators. For instance, some schools easily epitomized one of the indicators, while other schools were more balanced across some or all the indicators.

Atrisco Heritage Academy High School is located in the South Valley of Albuquerque. The school is built in the rapidly growing Southwest Mesa area on 65 acres of land and is home to approximately 2,350 students. It is a college preparatory, comprehensive high school that incorporates small learning communities, professional learning communities, and real life experiences to provide a personalized educational experience for all students. In 2008, with the opening of Atrisco Heritage Academy High School, the culture and legacy of the Atrisco Land Grant continues to live on in spirit and in name, proudly carrying forward a name that is deeply rooted in the land, history and culture.

Atrisco Heritage Academy High School values linguistic expression in multiple languages. At Atrisco Heritage Academy High School courses are offered in English, Spanish, and French in an effort to support students in achieving language proficiency. The majority of students are Hispanic/Latino. The students are challenged to reach high academic expectations and are supported in reaching those goals. Atrisco Heritage Academy High School had a school grade of C, but the school earned an A for the category of Student Growth of Highest Performing Students as well as for the category of Student Growth of Lowest Performing Students. Forty-three percent (43%) of English learners attained English language proficiency as measured by the ACCESS for ELLs, and Atrisco Heritage Academy High School had a high number of students who graduated with the APS District’s bilingual seal.

Chaparral Elementary School is nestled in between the Franklin Mountains and part of the sprawling Gadsden Independent School District that embraces the border with both Texas and Mexico. Chaparral Elementary School is a predominantly Hispanic school community that supports its students’ bilingualism by implementing a 50/50 dual language program model strand at the school. Chaparral Elementary School’s one-way dual language values its students’ knowledge of Spanish and English. This is evident in the school’s balanced literacy approach where teachers gauge new students’ abilities based on how to read, write, and comprehend in their strongest language – whether or not that language is English.

The leadership, Laura Pargas and Vicki Arnold, together with the school community have set a goal of becoming a Blue Ribbon School in the future. The teachers, students, and families will strive to accomplish this goal together by valuing the community’s rich linguistic and cultural diversity with strong bilingual approaches in literacy and language across the content areas. Chaparral Elementary School received a school grade of A. Sixty-nine percent (69%) of English learners achieved proficiency in Reading and 67% in Math, surpassing state targets.