HB 156/a
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AN ACT
RELATING TO SCHOOL PERSONNEL; INCREASING THE MINIMUM SALARIES
FOR TEACHERS, SCHOOL COUNSELORS AND SCHOOL ADMINISTRATORS;
REQUIRING THE SCIENCE OF READING TO BE TAUGHT IN PUBLIC POST-
SECONDARY TEACHER PREPARATION PROGRAMS SO THAT LEVEL ONE
APPLICANTS WILL BE BETTER PREPARED TO TEACH PUBLIC SCHOOL
STUDENTS.
BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF NEW MEXICO:
SECTION 1. A new section of Chapter 21 NMSA 1978 is
enacted to read:
"TEACHER PREPARATION PROGRAMS--TEACHING STUDENTS HOW TO
TEACH READING.--
A. As used in this section:
(1) "high-quality instructional materials"
means instructional materials that are a comprehensive full
course of study that is research-based, culturally and
linguistically relevant and designed to support equitable
learning for all students;
(2) "science of reading" means an
interdisciplinary body of scientifically based research about
reading and issues related to reading and writing;
(3) "scientifically based reading
instruction" means instruction grounded in empirical
research, including explicit and systematic instruction in HB 156/a
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phonemic awareness, phonics, fluency, vocabulary and
comprehension and the science of reading; and
(4) "structured literacy" means an evidence-
based approach to teaching oral and written language aligned
with the science of reading that is based on the science of
how children learn to read and is characterized by explicit,
systematic, sequential, cumulative and diagnostic instruction
in phonology, sound-symbol association, syllable instruction,
morphology, syntax and semantics.
B. Structured literacy is the primary approach to
teaching foundational literacy skills for all learners.
Literacy instruction for English language learners shall
include evidence-based practices for bi-literacy,
differentiation and culturally and linguistically responsive
instruction. Public school students shall be taught to read
using science of reading, structured literacy and
scientifically based reading instruction.
C. Each teacher preparation program shall offer
courses and student teaching sufficient for level one
licensure that:
(1) includes science of reading, structured
literacy and scientifically based reading instruction;
(2) for elementary teacher candidates,
provides a minimum of one hundred hours of supervised field
experience in public school classrooms implementing the HB 156/a
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science of reading, structured literacy and scientifically
based reading instruction, including:
(a) planning and teaching reading
lessons focused on phonemic awareness, phonics, fluency,
vocabulary and comprehension; and
(b) observing and applying
scientifically based reading instruction techniques under the
supervision of a teacher trained in the science of reading;
and
(3) includes training and teaching teacher
candidates to identify when students are not reading at grade
level.
D. In collaboration with public post-secondary
teacher preparation programs, the public education department
shall develop specific teacher preparation standards related
to the five components of the science of reading, including
the knowledge and skills teachers need to support struggling
readers and those with dyslexia as well as the knowledge and
skills teachers need to support English language learners.
E. As part of its review process, the public
education department shall monitor all teacher preparation
programs, and programs that fail to adhere to the science of
reading shall be required to submit corrective action plans
and may face the loss of state approval.
F. As part of the state approval review process HB 156/a
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for teacher preparation programs, each program shall provide
evidence of its alignment with New Mexico's statutory and
regulatory requirements for structured and systematic science
of reading instruction.
G. Initial approval and ongoing review shall
include:
(1) evaluation of coursework and field
experiences to ensure that teacher candidates are prepared to
implement evidence-based reading instruction practices
aligned with the science of reading;
(2) an assessment of faculty qualifications
and professional development related to scientifically based
reading instruction methodologies;
(3) documentation of how the program
integrates state-adopted literacy standards, including
explicit instruction in phonemic awareness, phonics,
vocabulary development, fluency and comprehension;
(4) the collection of data demonstrating the
effectiveness of graduates in applying science of reading
practices during their first three years of teaching, as
available through performance-based assessments or other
state-approved measures; and
(5) evidence of partnerships with
kindergarten through twelfth grade public schools to ensure
high-quality student teaching and supervised field HB 156/a
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experiences that emphasize science of reading instructional
practices and the use of high-quality instructional materials
during student teaching and other supervised field
experiences.
H. The public education department shall provide
guidelines for evaluating compliance with science of reading
instruction requirements during the review process. These
guidelines shall include minimum performance thresholds for
coursework, assessments and candidate outcomes.
I. Programs failing to meet the established
science of reading instruction standards may be placed on a
corrective action plan with specific requirements and time
lines for achieving compliance. Noncompliance may result in
probationary status or the loss of state approval.
J. As part of an annual accountability report,
teacher preparation programs shall include:
(1) a summary of program changes made to
enhance science of reading instruction aligned to the
standards;
(2) data on teacher candidate performance in
science of reading instruction-related coursework and
clinical experiences; and
(3) graduate impact data on student literacy
outcomes, where available."
SECTION 2. Section 22-10A-7 NMSA 1978 (being Laws 2003, HB 156/a
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Chapter 153, Section 38, as amended) is amended to read:
"22-10A-7. LEVEL ONE LICENSURE.--
A. A level one license is a provisional five-year
license for beginning teachers that requires as a condition
of licensure that the licensee undergo a formal mentorship
program for at least one full school year and an annual
intensive performance evaluation by a school administrator
for at least three full school years before applying for a
level two license.
B. Each school district, in accordance with
department rules, shall provide for the mentorship and
evaluation of level one teachers. At the end of each year
and at the end of the license period, the level one teacher
shall be evaluated for competency. If the teacher fails to
demonstrate satisfactory progress and competence annually,
the teacher may be terminated as provided in Section
22-10A-24 NMSA 1978. If the teacher has not demonstrated
satisfactory progress and competence by the end of the five-
year period, the teacher shall not be granted a level two
license.
C. Except in exigent circumstances defined by
department rule, a level one license shall not be extended
beyond the initial period.
D. The department shall issue a standard level one
license to an applicant who is at least eighteen years of age HB 156/a
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who:
(1) holds a baccalaureate degree from an
accredited educational institution;
(2) has successfully completed a department-
approved teacher preparation program from a nationally
accredited or state-approved educational institution;
(3) has passed the New Mexico teacher
assessments examination, including for elementary licensure
beginning January 1, 2013, a rigorous assessment of the
candidate's knowledge of the science of teaching reading; and
(4) meets other qualifications for level one
licensure, including clearance of the required background
check.
E. The department shall issue a standard level one
vocational license to an applicant who meets the requirements
of Subsection D of this section or to an applicant who is at
least twenty-three years of age and who:
(1) has five or more years of professional
experience in the vocational field in which the applicant
will teach; and
(2) meets other qualifications for level one
licensure, including clearance of a background check pursuant
to Section 22-10A-5 NMSA 1978.
F. The department shall issue an alternative level
one license to an applicant who meets the requirements of HB 156/a
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Section 22-10A-8 NMSA 1978.
G. The department shall establish competencies and
qualifications for specific grade levels, types and subject
areas of level one licensure, including early childhood,
elementary, middle school, secondary, special and vocational
education.
H. The minimum salary for a level one teacher,
except for a teacher licensed pursuant to Subsection E of
this section, is fifty-five thousand dollars ($55,000) for a
standard nine and one-half month contract; provided that
teachers in an extended learning time program or K-5 plus
program shall receive additional salary at the same rate as
their base salary for that teaching time.
I. After the issuance of a license, a license
holder shall not be required to meet changed requirements to
maintain the license until such time as the license expires
and the license holder seeks renewal of the license."
SECTION 3. Section 22-10A-10 NMSA 1978 (being Laws
2003, Chapter 153, Section 41, as amended) is amended to
read:
"22-10A-10. LEVEL TWO LICENSURE.--
A. A level two license is a nine-year license
granted to a teacher who meets the qualifications for that
level and who annually demonstrates essential competency to
teach. If a level two teacher does not demonstrate essential HB 156/a
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competency in a given school year, the school district shall
provide the teacher with additional professional development
and peer intervention during the following school year. If,
by the end of that school year, the teacher fails to
demonstrate essential competency, a school district may
choose not to contract with the teacher to teach in the
classroom.
B. The department shall issue a level two license
to an applicant who has successfully taught at least three,
but no more than five, years as a level one teacher or an
alternative level one teacher, or a combination of the two,
or is granted reciprocity as provided by department rules.
An applicant for a level two license shall:
(1) demonstrate essential competency
required by the department as verified by the local
superintendent through the highly objective uniform statewide
standard of evaluation; and
(2) meet other qualifications as required by
the department.
C. The department shall provide for qualifications
for specific grade levels, types and subject areas of level
two licensure, including early childhood, elementary, middle,
secondary, special and vocational education.
D. The minimum salary for a level two teacher,
except for those teachers with a vocational education HB 156/a
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license, is sixty-five thousand dollars ($65,000) for a
standard nine and one-half month contract; provided that
teachers in an extended learning time program or K-5 plus
program shall receive additional salary at the same rate as
their base salary for that teaching time."
SECTION 4. Section 22-10A-11 NMSA 1978 (being Laws
2003, Chapter 153, Section 42, as amended) is amended to
read:
"22-10A-11. LEVEL THREE LICENSURE--TRACKS FOR
TEACHERS.--
A. A level three-A license is a nine-year license
granted to a teacher who meets the qualifications for that
level and who annually demonstrates instructional leader
competencies. If a level three-A teacher does not
demonstrate essential competency in a given school year, the
school district shall provide the teacher with additional
professional development and peer intervention during the
following school year. If, by the end of that school year,
the teacher fails to demonstrate essential competency, a
school district may choose not to contract with the teacher
to teach in the classroom.
B. The department shall grant a level three-A
license to an applicant who has been a level two teacher for
at least three years and holds a post-baccalaureate degree or
national board for professional teaching standards HB 156/a
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certification; demonstrates instructional leader competence
as required by the department and verified by the local
superintendent through the highly objective uniform statewide
standard of evaluation; and meets other qualifications for
the license.
C. The department shall grant a level three-A
license to an applicant seeking a level three-A vocational
education license who does not meet the requirements of
Subsection B of this section, but who otherwise is eligible
for a level three-A license; provided that the applicant:
(1) has been a level two teacher for at
least three years;
(2) provides documentation from an
accredited higher education institution of the applicant's
eligibility to teach dual-credit courses at the post-
secondary level in the field in which the applicant is
teaching; or
(3) completes a department-approved career-
technical education training certificate course of study that
is a minimum of sixteen hours at an accredited higher
education institution.
D. The minimum salary for a level three-A teacher,
except teachers licensed pursuant to Subsection C of this
section, is seventy-five thousand dollars ($75,000) for a
standard nine and one-half month contract; provided that HB 156/a
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teachers in an extended learning time program or K-5 plus
program shall receive additional salary at the same rate as
their base salary for that teaching time.
E. The minimum salary for a counselor who holds a
level three or three-A license as provided in the School
Personnel Act and rules promulgated by the department shall
be the same as provided for level three-A teachers pursuant
to Subsection D of this section."
SECTION 5. EFFECTIVE DATE.--The effective date of the
provisions of this act is July 1, 2025.