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Gordon Bernell Charter School has earned recognition as a quarterfinalist for the Yass Prize, an award given to the school for its commitment to serving non-traditional students. The recognition comes with a $100,000 grant, with the potential to secure an additional $200,000 if the school advances to the semifinal stage.

Founded in 2008, Gordon Bernell Charter School has become a vital educational institution for incarcerated students seeking access to education and career opportunities. Gordon Bernell has a long history of supporting not only juveniles, but also incarcerated adults who are looking to improve their education. The school has done this by partnering with organizations across New Mexico to help create opportunities for incarcerated individuals. Executive Director of Gordon Bernell, Beth Dorado, said the school’s mission centers on providing access to education for non-traditional students, offering hope and opportunities for positive change.

A key feature of Gordon Bernell is its status as a charter school, allowing it the flexibility to design and implement programs tailored to the unique needs of its students. Dorado explained that this adaptability has enabled the school to make a significant impact on the lives of students who might have otherwise lacked educational opportunities.

Dorado explained the importance of this flexibility, saying that traditional public schools often encounter challenges in meeting the diverse needs of a large student population. She said charter schools like Gordon Bernell can specialize and focus on specific subsets of the student population, ensuring that their unique requirements are addressed effectively. Dorado explained that for students at Gordon Bernell, many of whom do not think they have a path forward, this flexibility creates an opportunity for them to have a future.

Providing access to education is a fundamental part of the school’s mission. Dorado said access to education represents a crucial first step toward a brighter future. The school’s role in providing this access is integral to the positive changes and hope that students seek to achieve.

Gordon Bernell Charter School has evolved over the years to serve a broader range of non-traditional students, expanding beyond its initial focus on incarcerated students within the Metropolitan Detention Center. This expansion reflects the understanding that many individuals outside the criminal justice system also require specialized educational support they may not get in a traditional school setting.

The challenges faced by the school mirror the struggles of its student population, who often grapple with unstable living conditions, limited career prospects, and, in some cases, substance abuse and behavioral health issues. The school’s approach extends beyond academics to address these real-life challenges and provides their students assistance when navigating life outside of incarceration.

The creation of affordable housing is a long-term goal for the school, who see housing as a necessity to help students stay out of trouble. In the short term, however, Gordon Bernell has established multiple partnerships across the state. With the New Mexico Department of Corrections, Gordon Bernell is reaching as many students as their limited resources allow; their partnership with the New Mexico Department of Workforce Solutions is helping to find local businesses where students can intern, but also to develop their professional skills and give them a “hand up”, as Dorado said, to prepare them for life outside of incarceration. The school has mental health professionals on hand to meet the needs of their students, and Dorado said the small staff dedicates their time to ensuring that all students are getting the support they need, whether it is academic or something else.

For many of their students, Dorado said, fundamental life skills that are necessary to survive and even thrive post-incarceration are often lacking. To counter this, Gordon Bernell has created opportunities for students to learn these skills and employ them in real life situations.

The partnerships forged by Godon Bernell are already yielding results, with two of their incarcerated students receiving internship opportunities. One of their students is working at an Albuquerque restaurant and the other is working to understand the logistics of food orders as they intern at Gordon Bernell to help the school meet the requirement of the school to provide free lunch and breakfast to all students.

The Yass Prize represents a milestone for Gordon Bernell Charter School. The recognition includes a financial grant and offers valuable professional development and networking opportunities for school staff, allowing them to learn from other schools that are serving non-traditional students. Dorado said these connections with other education leaders across the country provide a platform for sharing experiences and best practices in serving non-traditional students.

The $100,000 grant, along with potential additional funding, will have a profound impact on the school’s programs and services. The school is actively working to develop student career pathways. Currently, construction is ongoing to establish a career development center on school property and enhance social services for students.

As Gordon Bernell continues to thrive and evolve, it serves as a window to success for other institutions and communities working to support non-traditional students on their journeys toward positive change and brighter futures.

Albuquerque's Gordon Bernell Charter School is a

News

In a commitment to improving New Mexico’s education system, community leaders from various backgrounds gathered in Albuquerque on September 12 to launch the third cohort of the Changemakers fellowship. 

The fellowship, which is co-run by the non-profit organizations NewMexicoKidsCAN and Excellent Schools New Mexico, is aimed at creating positive change in the state’s K-12 public education system by empowering community leaders to improve student success.

With a total of 30 New Mexicans participating in this year’s cohort, the fellowship draws participants from diverse walks of life, ranging from nonprofit leaders to business owners, locals with education backgrounds and those without. 

Executive Director of NewMexicoKidsCAN, Amanda Aragon, kicked off the fellowship at the welcome reception by emphasizing the role these participants play as leaders within their communities. Aragon described the fellows as individuals who “do great work all day, every day,” saying she understands the time these participants are taking out of their busy schedules to learn about education. “It is imperative that every community leader understand the impact of our education system on our community and feel equipped to engage in meaningful conversation and do what needs to be done to create change,” Aragon said.

Scott Hindman, Executive Director at Excellent Schools New Mexico, echoed Aragon, emphasizing that the program’s aim is to elevate the entire state’s education system, not just specific schools or districts. Hindman highlighted the importance of cooperation and civic engagement in achieving this goal.

One of the event’s speakers, Michael Fefferman, a member of Changemakers Cohort Two, shared his motivation for joining the Changemakers fellowship. He pointed out that the challenges within the education system are complex and that “There are no villains in the education system, everyone wants to do the right thing for our students.” Instead, he highlighted systemic dysfunction and stressed the importance of informed discussion about education to push the state to improve results. Fefferman said that Changemakers has the ability to kindle a long-term commitment to bettering education if participants are serious about making change. 

This cohort of Changemakers will complete their term in May, giving participants nine months of opportunities to learn about the state of education in New Mexico. During the term, participants are expected to attend five half-day sessions where they will engage in discussions about education policy at the state, district, school and classroom levels and tour local schools. Fellows will also attend at least one school board meeting in New Mexico to witness how school governance is conducted. Near the end of the fellowship experience, Changemaker participants will travel to visit a successful school district in a community that has experienced a dramatic transformation of its education system. 

“The most profound and impactful change in communities comes when community members get involved and help solve complex problems. We look forward to seeing the impact of our next cohort of Changemakers,” Hindman said.

The thirty community leaders participating in the third cohort of Changemakers are: 

  • Emily Allen – Dekker Perich Sabatini
  • David Ams – TRU Waste Advisors LLC
  • Victoria Archuleta – Village of Los Lunas
  • Abenicio  Baldonado – New Mexico Oil & Gas Association
  • C. Xochitl Campos Biggs – U.S. House of Representatives
  • Dominique De Armond – KIPP 
  • Megan DeLaRosa – Kirtland Partnership Committee 
  • Amy Douglas
  • Kelcy Flanagan – Maestas Development Group
  • Gabe Gallegos – SUNNY505
  • Joseph A. Garcia – Presbyterian Health Plan
  • Dominic Garcia – Albuquerque Community Foundation 
  • Nick Gordon – Sklar Capital Advisors
  • Kristin Grassham – Interos Inc.
  • Billy Gupton – Bank of America/Merrill Lynch
  • Monique Jacobson – Monique & Associates 
  • Rebecca Latham – Girl Scouts of New Mexico Trails 
  • Rebecca Myers – Coterra Energy
  • Martin Olea – Central New Mexico Community College
  • Sal Perdomo – Titan Development
  • Marta Pereira – Enlace Comunitario 
  • Thomas Quirk – Sandia National Laboratories 
  • Nathan Roberts – Bohannan Huston Inc
  • Destiny Rojo – PY Foundation
  • Isaac Carlos Romero – Sandia National Laboratories 
  • Louis Salazar – ConocoPhillips 
  • Stephanie Santillanes – United Way of North Central New Mexico
  • Justin Schroer – Presbyterian Healthcare
  • Jay Shah – Dreamstyle Remodeling
  • Christian Slough – Build with Robots

The third cohort of the Changemakers Fellowship

News

In the heart of New Mexico, a rising star is making waves in the world of education advocacy. Darren Paredes, a junior at ASK Academy in Rio Rancho, has been selected as one of 10 students in the 2023-2024 class of Rising Leaders, a one-year program designed to train exceptional young advocates in civic participation, education advocacy, leadership, and public speaking.

Created and led by the National Alliance for Public Charter Schools, the Rising Leaders program offers intensive training and mentorship in civic participation, education advocacy, leadership, and public speaking. The program empowers students to become powerful advocates for high-quality, free public education, equipping them with the resources and confidence to make a positive impact in their schools and communities.

The ASK Academy is a STEM-focused school, supporting Paredes in his academic pursuits, and his passion for politics and education advocacy. His journey to becoming a rising leader took off in an exciting, international way. Paredes participated in the Congress Bundestag Youth Exchange Program, spending 10 months attending a local German high school and learning the language. While in the program, he interned with the Youth Parliament in the North Rhine. He said this experience broadened his thoughts about other cultures and countries and fueled his determination to make a difference in his own community.

Returning home, he began working to make a difference. Paredes has launched an advocacy campaign at ASK Academy called “Advocacy @ ASK”. Paredes said his goal is to help students find their voice and get them involved with the affairs of their school and community. From something as simple as asking for a deadline extension on an assignment, to a broader effort of creating academic and athletic opportunities at the school, Paredes is creating an environment of advocacy at the school.

Paredes aims to bridge the gap between his school, community, and generation, ensuring that student voices are heard in decisions that impact their education. He said his school, ASK Academy, is very supportive of his efforts. Paredes said that there are many influences in his life that he could look to for inspiration, and while thinking of all the people in his life that have helped shape him into the rising leader he is, Paredes smiled and said, “It’s hard to find just one person who has inspired me.”

His passion for education advocacy and his experiences in Germany have set the stage for a promising future. Paredes aspires to work in the public sphere. His experience in Germany was made possible through a program in the United States Department of State. Post-college, Paredes would like to serve as a United States ambassador and has even considered the potential of running for elected office.

The Rising Leaders Initiative, led by the National Alliance for Public Charter Schools, provides Paredes and his fellow rising leaders with resources and training to become effective advocates. This program equips students with the skills and confidence needed to bring about positive change in their communities, work Paredes has already begun.

Darren Paredes in Germany, while in the Congress Bundestag Youth Exchange Program

Darren Paredes, a junior at ASK Academy

News

Teach Plus New Mexico, a local education-focused organization, has announced the next group of participants  of its New Mexico Policy Fellowship, an initiative designed to empower exceptional educators to take a leading role in shaping education policy and advocacy within the state.

The fellowship program kicked off on September 11 and offers an opportunity for New Mexico’s teachers to expand their influence in the realm of education policy without leaving the classroom.No prior policy experience is required, welcoming both seasoned and novice educators. 

Teach Plus takes a multifaceted approach to training. Fellows embark on a journey that includes understanding the intricacies of education policy as a catalyst for student success, mastering community organizing, honing their skills in crafting persuasive op-eds, effectively addressing the media, and guiding public discussion about education.

According to a press release, the program delves into research, encouraging fellows to engage in the inquiry process. Participants employ methodologies such as surveys and focus groups and collaborate with their peers in fellowship working groups to develop research-based recommendations for policy changes.

Teach Plus Policy Fellows are encouraged to author policy memos and briefs that spotlight their research-backed proposals. These recommendations are then shared with decision-makers and the public through means such as testimonies, meetings with policymakers, op-eds, and advocacy campaigns. The overarching goal is to enact changes in laws and policies at the school, district, state, and federal levels to enhance equity and opportunities for students. Through the efforts of the fellows, they will put all the skills they are developing to use.

According to their press release, the Teach Plus Policy Fellowship in New Mexico is part of a broader mission to create and connect teachers to leadership opportunities in education policy. The work of Teach Plus aims to mobilize educators to address critical issues affecting the teaching profession within the state.

The 2023-2024 Teach Plus Alumni Policy Fellows are:

  • Gabrielle Begay, Jose Barrios Elementary, Silver City
  • Dawn Bilbrey, San Jon High School, San Jon
  • Julia Burrola, Albuquerque Collegiate Charter School, Albuquerque
  • Alisa Cooper de Uribe( 2021 New Mexico Teacher of the Year), New Mexico International School, Albuquerque
  • Aja Currey, Rio Gallinas School for Ecology and the Arts, Las Vegas
  • Chelsea Granillo, Vista Grande Elementary School, Rio Rancho
  • Jaycie Homer, Sixth Grade Academy, Lovington
  • Andrea Kiesling, Alvis Elementary, Clayton
  • Joe Dan Lovato, Turquoise Charter School, Santa Fe
  • Tennise Lucas, Solare Collegiate Charter School, Albuquerque
  • Kelsey McCaffrey, Albuquerque Collegiate Charter School, Albuquerque
  • Gigette Nieto, Rio Rancho Middle School, Rio Rancho
  • Sonny Sapien, Albuquerque Collegiate Charter School, Albuquerque
  • Chrissie Souders, G.W. Stout Elementary, Silver City
  • Andie Sowden, Holloman Elementary, Holloman AFB
  • Robin Stevens, Highland Middle School, Hobbs

Teach Plus New Mexico launched its most

News

New Mexico’s education system is grappling with significant challenges in closing achievement gaps, improving student attendance, and raising test scores. In mid-July the Legislative Finance Committee held a multi-day meeting in Farmington, New Mexico. Legislators used some of Tuesday and most of Wednesday to discuss education in the state, where they spoke with representatives of Farmington Municipal Schools, Navajo Technical University, and analysts with the LFC.

Reading and Math Achievement

New Mexico also faces challenges in student achievement, ranking last in the nation in both reading and math scores for fourth and eighth graders in 2022. According to that report, only about 20 percent of New Mexico’s students were considered proficient on the National Assessment for Education Progress (NAEP). in national reading scores.

To address these challenges, New Mexico is investing $21.5 million to train educators on the science of reading and improve early literacy rates. However, according to an analysis conducted by the LFC, the state has not implemented policies that have seen success in other states, such as retaining third graders who do not demonstrate reading proficiency.

In math, New Mexico’s performance mirrored its reading scores, ranking last in the nation in 2022. Only 19 percent of fourth graders and 13 percent of eighth graders in the state were considered proficient on NAEP.in national math scores.

According to the analysis, New Mexico is investing $8 million in science, technology, engineering, arts, and math programs, including $5 million to enhance math achievement.

Student Attendance and Chronic Absenteeism

Connor Jorgenson and Amanda Dick-Peddie, both analysts with the LFC, said they are seeing an “alarming increase” in chronic absenteeism in schools. According to their report, the chronic absenteeism rate doubled after the COVID-19 pandemic, increasing to 35 percent of students. According to the report, chronic absenteeism is defined as missing 10 or more school days in a school year. Housing instability was identified as a significant factor contributing to absenteeism, with a staggering 53 percent absenteeism rate among students experiencing housing instability.

The committee discussed the negative impact of chronic absenteeism. According to an analysis done by LFC, chronic absenteeism leads to decreased learning time, higher dropout rates, and lower academic achievement.

While evidence-based strategies to improve attendance, such as targeted transportation programs, immunization, ventilation upgrades, and personalized family outreach, were highlighted, punitive approaches like suspensions for truancy, fines, jail time, or court diversion were noted to be ineffective in improving attendance.

High School Graduation Rates and Options

New Mexico’s high school graduation rate in 2021 stood at 77 percent, compared to the national rate of 87 percent. According to an LFC analysis, in order to meet the national graduation rate, New Mexico would need to graduate an additional 2,549 students.

In response to this challenge, the state is allowing students to use options beyond the state test to demonstrate competency for graduation, including nationally recognized tests, portfolios, and career technical pathways. According to the analysis, the state is investing $40 million in career technical education initiatives to engage students, improve graduation rates, and create pathways into the workforce.

Bridging High School and College Education

Dual credit programs have gained significant popularity in the Farmington Municipal School District and across the state, offering high school students an opportunity to simultaneously earn both high school and college credit. According to Milo McMinn, Director of College and Career Readiness for Farmington Municipal Schools, these programs are designed to bridge the gap between secondary and higher education, providing students with a head start on their college journey.

In dual credit programs, students can enroll in college-level courses while still attending high school. According to McMinn, these courses are typically taught by college-approved instructors or are taken at a local college or university. By successfully completing these courses, students not only earn credit towards their high school diploma but also accumulate college credits. Toni Pendergrass, President of San Juan Community College, said dual achievement can significantly reduce the time and cost required to obtain a college degree, making higher education more accessible and affordable for many students.

Delores Becenti, Enrollment Director at Navajo Technical University, said the most appealing aspects of dual credit programs for students is the opportunity for them to explore their academic interests and challenge themselves with college-level coursework. She said it allows students to experience the rigor and expectations of college classes while still benefiting from the support system and structure of high school.

Becenti and Pendegrass asked legislators to increase funding to the dual credit programs.

Becenti also asked if the legislature could help address funding issues at NTU, saying that the university does not get funded by New Mexico for the extra tuition incurred by dual credit students that do not have a Certificate of Indian Blood, she said there is no difference between charging a different cost for out-of-state college students and charging a different cost for students that do not have their certificate. According to Becenti, both New Mexico and Arizona only cover a student’s tuition in the amount of a student with their certificate, and not the additional charge for students without the certificate.

All three of the panelists agreed that dual credit can be a crucial tool in narrowing down career choices and majors, enabling students to make more informed decisions about their future academic and professional paths. McMinn told legislators that dual credit programs are instrumental for encouraging students about their future and asked them to continue funding the program, saying that FMS has seen significant improvement with graduation rates among students in dual credit programs.

Progress and Future Directions

Over the past year, New Mexico has introduced measures to address these challenges, including the replacement of K-5 Plus and Extended Learning Time programs with K-12 Plus programs, increased instructional hour requirements for all schools, and expanded early childhood funding.

Despite these efforts, concerns remain regarding the proportion of new school days added to calendars and whether they are being effectively utilized for instructional time.In response to the challenges faced by schools, the PED has identified 218 schools in need of state support or intervention, with 31 classified as more rigorously in need of intervention. The department plans to provide professional development, curriculum, training, and leadership development to these schools.

Closing achievement gaps, enhancing student attendance, and

News

After nearly a year of work developing a plan to enhance student outcomes and foster community involvement, Albuquerque Public Schools unveiled a comprehensive strategic plan during two days of events on August 28 and 29. The comprehensive strategic plan sets four key goals, marking the very first time the board of education and administration have worked together to create specific, measurable goals for schools to achieve.

Events were held to mark the beginning of APS’ five-year “Emerging Better” strategic plan and celebrate what APS hopes will lead to growth in student achievement.

APS board President Yolanda Montoya Cordova said the plan holds adults accountable for improving student outcomes. She said this strategy places an emphasis on aligning resources, providing rigorous instruction, and fostering a warm and welcoming environment for students.

Since APS began discussions about creating a system that would see real results, the board has hung a banner in its meeting room that reflects her statement, reading, “Student Outcomes Don’t Change Until Adult Behavior Changes.”

Four Key Goals

At the core of the strategic plan are four key goals that were developed with input from the community. According to board members and APS staff, the goals are designed to improve student outcomes, particularly among marginalized student groups and the student groups identified in the Yazzie-Martinez lawsuit, which was decided five years ago. 

Goal One – Reading: APS seeks to significantly improve the percentage of third-grade students identified in the Yazzie-Martinez decision, and African American students, who achieve grade-level proficiency or beyond on the state English Language Arts annual assessment. The district aims to achieve a 10-percentage-point increase by 2028. Data from the 2021-2022 school year at APS shows only 32.6 percent of APS third grade students are proficient in reading.

Goal Two – Mathematics: The “mathematics” goal is centered on improving proficiency in mathematics among eighth-grade students identified in the Yazzie-Martinez decision and African American students. APS intends to raise the percentage of these students who attain grade-level proficiency or above on the state mathematics assessment by at least 10 percentage points by 2028. According to APS’ data, only 19.6 percent of eighth grade students at APS are proficient in mathematics.

Goal Three – Post Secondary Readiness: To bolster post-secondary readiness, APS is committing itself to equipping high school graduates with the tools for success. The district aims to increase the percentage of graduates who earn credits in two or more Advanced Placement, International Baccalaureate, or dual credit courses, or achieve industry certifications or the Bilingual Seal by 2028.

Goal Four – Skills, Habits, and Mindsets: This goal seeks to elevate the percentage of students who demonstrate attributes crucial for lifelong success, including perseverance, self-regulation, self-efficacy, and social awareness.

These goals are the results of partnership between the board of education and the APS administration. This is the first time the bodies have partnered to create clear, measurable goals for their schools to achieve.

During breakout sessions to discuss the plan and goals during the community summit, some advocates and families argued that the goals do not go far enough to address all of New Mexico’s student populations, such as the Latino and Asian communities. In response, Montoya Cordova said that the spirit of these goals is to affect every student, and that the intention of these goals is to address those students listed in the Yazzie/Martinez decision. She said, regardless of the student group, all students will be monitored on a regular basis by APS teachers, administrators, and the board of education.

A Community Conversation

Events began on August 28 with a community dinner held at Albuquerque High School. The event included performances from the school’s mariachi group and marching bands. Because the AHS event was held at 5 p.m., APS served dinner for attendees. The board and Superintendent Scott Elder presented an overview of the plan and presented a video made for parents and families. Portions of the event were presented in Spanish, though the event was held primarily in English. Translation services were available for all attendees. 

On Tuesday, August 29, APS hosted a community summit at the Berna Facio Professional Development Center.  The event included an overview of the plan, a student panel and small group discussions with board members.

The student panel included four students from APS’ Superintendent’s Student Advisory Council who shared their experiences as APS students. Through their responses, the students thanked the district for its commitment to bilingual education and the chance to earn a bilingual seal on their diplomas,emphasized rigorous instruction and diverse learning opportunities, and highlighted the need for better mental health support and a stronger student voice in their education.

Throughout the event, APS board members and administrative staff engaged in dialogue with attendees, who ranged from education advocates to state legislators and local citizens. Attendees were encouraged to provide feedback on the strategic plan, express concerns, and offer suggestions for improvements by APS staff.

Every attendee was given a blue card to fill out as a way to share with the APS board what they expect to see in their next superintendent. Elder will be stepping down from the role at the end of 2023-2024 school year.

During conversations with the community, APS leadership emphasized the importance of collaboration and transparency – not only with the community, but within the district, further highlighting their message that student outcomes will only change when adult behaviors change.

Looking Ahead

Montoya Cordova said that APS has a lot of work to do. “We need someone who is an implementer,” she said, discussing the hiring of the district’s next superintendent. Not only is Elder leaving his position, but the board will be losing at least two of its members who chose not to run for re-election. Three board seats are up for election this year.

With the major changes coming to APS, Montoya Cordova said the board has already taken steps to ensure accountability from the whole board, including new members. “We have a plan in place now, we need someone who is going to implement it,” she said.

Monotoya Cordova said APS will be doing a monthly review of student proficiency results to monitor progress, and that the board is required to perform quarterly performance reviews on student data to keep the district in line with its goals and plans. 

“We all have a role to play in accountability,” she said.  She asked that parents attend APS board meetings and all of the community engagement events the board is planning to hold.

Before the meeting adjourned, board members told parents that this strategic plan is only the beginning of the work that will take years to bear fruit. They said that more community meetings will be held to give the public an opportunity to be involved in their school district and have a deeper understanding of the work being done in the schools.

As APS moves forward with its plan, Montoya Cordova said, the district seeks to create an education system that not only meets the needs of its diverse student body but also provides the necessary resources and support to prepare them for successful futures.

After a small concert by the Albuquerque High School mariachi band, the APS board of education discussing their new strategic plan, “Emerging Better”
During the dinner break at Albuquerque Public Schools, students from the Bulldog band and dance team put on a show for attendees of APS’ new “Emerging Better” strategic plan

Albuquerque Public Schools unveiled its five-year "Emerging

News

As the summer winds down and a new school year begins, New Mexico’s education sector remains busy with a number of initiatives aimed at transforming its teaching workforce and growing the next generation of educational leaders.

Before school started in Albuquerque, a disagreement between the Albuquerque Teachers Federation and Albuquerque Public Schools took center stage after ATF filed a grievance against APS. The ATF raised concerns over mandated changes that they argue breach the existing collective bargaining agreement and the New Mexico Public Employee Bargaining Act. The memo in question required stronger teacher-parent communication,asked teachers to use their standardized electronic grade books and aligned grading protocols across the district.

On August 2, the APS Board of Education convened to approve contracts with ATF and the Communications Workers of America (CWA). The board also engaged in a comprehensive self-evaluation, assessing their progress in advancing student results through “Student Outcomes Focused Governance.” While the board recognized that some progress has been achieved, but agreed that challenges persist, particularly in areas such as Communication and Collaboration, and Unity and Trust.

Beyond the boardroom, New Mexico’s educational landscape heard about a number of initiatives designed to empower teachers and nurture leadership potential.

Several teacher and leader development programs were highlighted in this month’s Legislative Education Study Committee meeting including, The University of New Mexico’s Aspiring Principal Development Program and the  Cooperative Education Services’ Administrator Leadership Development Program. Both initiatives are focused on creating stronger pipelines to school and district leadership. According to the PED, the second-year Educator Fellows program is gaining momentum, offering fellowships with competitive salaries, health benefits, and coursework support to aspiring educators, aiming to enhance New Mexico’s education sector. The Ed Fellows program collaborates with districts to nurture diverse voices and inclusivity, empowering educators to improve teaching and create a representative educational environment.

APS Superintendent Scott Elder attended a White House cybersecurity summit in early August, drawing attention to the growing concern of cyber threats in schools. In his weekly message for the week of August 18, Elder highlighted the increasing prevalence of cyberattacks and the need for heightened security measures at APS and other public schools. In the message he discussed APS’ experience with a ransomware attack in 2022 that led to a temporary school closure. He emphasized the importance of collaborative efforts to strengthen cybersecurity protocols and encouraged all schools to focus on certain initiatives, including mandatory training and risk assessments.

A new report, released this month, found that 40 percent of New Mexico’s students are chronically absent. According to the research conducted by Thomas Dee of Stanford university, chronic absenteeism among students in New Mexico surged from 18 percent during the 2018-19 school year to 40 percent in the 2021-22 school year, marking one of the largest increases in the nation.

In the morning of August 31, New Mexico Higher Education Secretary Stephanie Rodriguez announced she will be temporarily stepping away from her position as she goes on maternity leave. In her absence, Deputy Secretary Patricia Trujillo will assume the role of acting cabinet secretary.

In a statement, Acting Secretary Trujillo said, “Over the past three years, I [have] been honored to work side-by-side with Secretary Rodriguez to expand opportunities and improve outcomes for New Mexicans. As she appropriately turns her attention to her own family over the next several weeks, all of us at the New Mexico Higher Education Department will continue to ensure that New Mexico students and families are served with the college and career opportunities they deserve.”

As New Mexico students headed back to

News

There are several ongoing efforts across New Mexico aimed at increasing the pipeline of people interested in becoming teachers, and developing opportunities for them to advance into leadership positions, like a principal or superintendent.

The Legislative Education Study Committee convened on July 28 to hear from experts involved in teacher leadership initiatives that emphasize real-world school experiences and continuous professional development. State legislators heard from Emily Hoxie, a Senior Policy Analyst at LESC, Russ Romans, with the University of New Mexico’s College of Education and Human Sciences, and LeAnne Gandy, the Leadership Development Program Coordinator with Cooperative Education Services (CES).

They each discussed programs they are working on that are intended to inspire and support teacher-leaders, whether as aspiring principals or first-year superintendents.

According to Emily Hoxie, a policy analyst with the LESC, a feature of the teacher leadership initiatives is its commitment to retaining local talent. Participating educators pledge to stay within their respective districts for a minimum of three years, a move to anchor local talent. Training sessions are strategically scheduled on weekends, with additional virtual leadership sessions to foster a holistic learning environment.

Romans, with the University of New Mexico, highlighted a teacher-training partnership that has so far facilitated the training of 129 teachers, with eight more set to join from Albuquerque Public Schools.

Gandy described the recent launch of CES’ regional principal-teacher institutes, aspiring superintendent academies, and monthly executive coaching sessions for teacher-leaders. She said these sessions are timed strategically to avoid disrupting the principal’s primary responsibilities in schools.

In August, the Educator Fellows program, aimed at breaking down barriers for would-be educators, was announced for 2023, with its participation swelling from 380 to nearly 500 in just one academic year, according to Amber Romero, the program’s administrator.

Although those were the only programs the LESC heard about at their meeting, another teacher-preparation program, under the guidance of the state’s Public Education Department, is making headlines. The Educator Fellows program, now in its second year, works to offer a two-year fellowship for aspiring educators. Participants benefit from competitive salaries, comprehensive health benefits, and paid leave for college coursework. Romero likened the initiative’s potential impact to “planting seeds” that will eventually bear fruit in the educational sector.

Diversity and community inclusion remain at the forefront of these endeavors. While the leadership programs collaborate with institutions ranging from urban hubs to rural areas, the Educator Fellows. Bobbie Shack, a coach in the program and member of the Zuni Pueblo, emphasized the power of seeing educators from one’s community leading classrooms.

Each of the initiatives face their share of challenges. On the leadership front, concerns persist about fragmented data on school leadership needs and the state’s uniform administration licensing system. As for the Educator Fellows initiative, its ability to continue relies on legislative backing, as the original funding came from the American Rescue Plan Act.

In New Mexico, multiple initiatives are underway

News

The Albuquerque Public Schools Board of Education convened on August 2 to deliberate over contracts with the Albuquerque Teachers Federation and Communications Workers of America, as well as to conduct the board’s quarterly self-evaluation regarding student outcomes.

The meeting began with Board President Yolanda Montoya Cordova’s call for a moment of silence, reflecting on the importance of the upcoming school year. The board then began a self-evaluation about their work advancing “Student Outcomes Focused Governance,” focusing on metrics that assess their progress in advancing student outcomes.

“This is the work of the board, we are responsible for getting all of this done. So, we have spent a lot of time – about over a year – basically getting input, looking at this, and coaching ourselves up through this process so we can make sure we are getting these things done,” Montoya Cordova said.

Regarding APS’ Goals, Board Member Courtney Jackson pointed out improvements in the Vision and Goals section, saying, “I think we have made improvements up to 10 full points in the Vision and Goals section.” She attributed the progress to collaborative efforts between the superintendent and the board to establish interim goals. Board Members Peggy Mueller-Aragón and Montoya Cordova both expressed agreement and awarded 10 points for this segment.

When discussing board Values and Guardrails, the board agreed that they needed to better flush out the values and guardrails. At first, the board scored themselves as a five. “We are going to be spending a whole lot of time to continue this process.”

The board’s self-evaluation also involved assessing other areas of governance. These areas included “Monitoring and Accountability,” which refers to the systems in place to track progress and ensure responsible actions; “Communication and Collaboration,” which is about how effectively the board and APS staff work together and share information; and “Unity and Trust,” which examines whether the board is aligned under a unified direction, and whether trust is present among its members. The board scored themselves with a zero for each of these categories. Board members said they are working to improve but need more time for their efforts to yield improved scores. Board Member Crystal Tapia Romero said, “I just think there is a lot of disconnect on some of these areas [where] we have not followed through completely, just yet.”

Following the evaluation, the board turned its attention to contract discussions. APS had negotiation teams in place for both ATF and CWA contracts. For the ATF contract, language was established to ensure teacher prep time, non-violent intervention practice training, and updates to the salary matrix. Similarly, basic changes were made to the CWA contracts, which manage food services and maintenance operations.

An executive session followed, during which the board engaged with negotiators from these entities. After an hour, the public session resumed. Board Member Mueller-Aragón expressed the desire for stronger negotiations from APS in the future.

Board Member Jackson raised queries related to the teacher union’s support for instructional materials. “We talk a lot about the fact we have goals and guardrails, and a strategic plan,” Jackson said, explaining the importance of instructional policy, “Only 38 percent of our students were receiving grade level-specific curriculum. My concern about this memorandum of understanding is that it doesn’t have strength and action behind it,” Jackson said, referring to a new MOU included in the contract. Jackson added that she is “concerned this is not sufficient.”

Following discussions, the board voted on the contracts. The APS-ATF contract was approved with a four-to-three vote, with Mueller-Aragón, Jackson, and Tapia Romero dissenting. This vote came in the shadow of a grievance that was filed by ATF against APS days earlier.

The contracts with CWA were unanimously approved.

The meeting concluded with the board emphasizing their continued focus on students while respecting cultural diversity at APS.

The Albuquerque Public Schools Board of Education

News

Loma Linda Elementary School, a small school tucked near the Texas border within the scenic landscape of Anthony, New Mexico, that has a high population of students in poverty, has been making waves in the education community for its dedication to innovation and student success. Thanks to the leadership of administrators and passionate educators, Loma Linda has been honored by Teach Plus New Mexico as an innovative school.

Loma Linda serves approximately 300 students from kindergarten to 6th grade and is part of the Gadsden Independent School District, situated between Las Cruces, NM, and El Paso, TX. The school takes pride in its identity as a dual language school for grades K-2 and a bilingual transitional school for grades 3-6, fostering cultural awareness and promoting linguistic proficiency. Vice Principal Eliana Muñoz said that Loma Linda places an emphasis on respecting language, from ensuring every document is written in at least English and Spanish, to tracking a student’s proficiency in reading while considering the student’s proficiency in their native tongue. This is done to put a special emphasis on equity at the school.

According to Muñoz, the heart of Loma Linda’s success lies in its core values, which guide every aspect of the school’s mission. The institution ensures a safe and supportive environment, facilitates collaborative professional opportunities for staff, and emphasizes high-quality and research-based curricula to provide students with enriching learning experiences. Additionally, the school utilizes standards-based grading to offer appropriate interventions through its innovative reteach and enrich initiative.

“Reteach and Enrich” has emerged as a transformative instructional strategy at Loma Linda Elementary. The model involves strategically placing students into groups based on their collaborative understanding of the standards taught each week. This approach empowers teachers to deliver targeted, data-driven instruction, measure student growth, and develop intentional interventions and enrichment opportunities for all students.

Muñoz, along with educators like Diana Arenas, 1st Grade Bilingual Teacher, and Jaylynn Melendez, 2nd Grade English Teacher, has been instrumental in implementing the Reteach and Enrich initiative at Loma Linda. All three said they are finding that students are more successful under this model.

Every Wednesday, the school dedicates half of the day to math and language arts standards, providing time for reteach and enrichment activities. These groups are assigned among grade-level teachers and available staff members, allowing for targeted support based on assessment data.

The “Reteach” groups provide focused interventions to students who did not meet the standard, employing research-proven instructional strategies to bridge learning gaps. Meanwhile, the “Enrich” groups offer challenging and advanced instruction to students who have already mastered the grade-level standard, promoting academic growth and engagement.

“It takes everyone! Monitoring both PLC and Reteach and Enrich and celebrating achievements are vital to the success of this model,” said Assistant Principal Munoz.

The school’s dedication to data-driven instruction and collaborative planning has fostered a culture of continuous learning and growth, creating a structured system that benefits students throughout the year. The program has been in place at Loma Linda for one year, with teachers happy about the progress their students have made since the Reteach and Enrich began.

In order to provide individualized support for students schoolwide, Loma Linda Elementary has established a comprehensive set of practices and systems. These include aligning teacher professional development, assessments, and instructional resources directly to standards, facilitating data-driven conversations during teacher preparation time, and developing school schedules that allow for schoolwide small group instruction related to reteach and enrich each week.

Loma Linda Elementary’s commitment to innovation, personalized learning, and fostering a supportive learning environment has earned the school recognition from Teach Plus New Mexico. At a conference honoring innovative schools, Hope Morales, Executive Director of Teach Plus, said the Mustangs of Loma Linda are setting a precedent for transformative education that meets the needs of every student.

Loma Linda Elementary School in Anthony, New